Educational Technology | W

_____. (2007).  Waterford Early Reading Level One[TM]. What Works Clearinghouse Intervention Report 

"Waterford Early Reading Level One"[TM] is an emergent literacy curriculum that uses computer-based technology to prepare children for reading. It begins with a tutorial to familiarize the child with the computer and mouse and a reading placement evaluation to assess and determine whether a child should work on "Level One" objectives: capital letters, lowercase letters, or beginning decoding skills. The computerized instruction is supplemented by activities for phonological and phonemic awareness, letter recognition, knowledge of story and print concepts, and general readiness skills. One study of "Waterford Early Reading Level One"[TM] met the What Works Clearinghouse (WWC) evidence standards. The study included 27 classrooms in six Head Start centers in southeastern New York. This report focuses on immediate posttest findings to determine the effectiveness of the intervention. The WWC considers the extent of evidence for "Waterford Early Reading Level One"[TM] to be small for oral language and for print knowledge. No studies that met WWC evidence standards with or without reservations addressed phonological processing, early reading/writing, cognition, or math. "Waterford Early Reading Level One"[TM] was found to have no discernible effects on oral language or on print knowledge.  [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Fischel, J. E., Bracken, S. S., Fuchs-Eisenberg, A., Spira, E. G., Katz, S., and Shaller, G. (in press). Evaluation of curricular approaches to enhance preschool early literacy skills. "Journal of Literacy Research."] | [FULL TEXT]

Waterhouse, Janette (2005).  Technology Training Can Be a Piece of Cake  Computers in Libraries, 25, 8. 

The author is amazed at how much people don't understand about computers and technology. This document describes the authors' vision on computer/technology training that explains the concepts from the bottom up so that people can have a better understanding of what they are working with.

Waters, Alan (2007).  Native-Speakerism in ELT: Plus ca Change...?  System: An International Journal of Educational Technology and Applied Linguistics, 35, 3. 

In ELT, the over-representation of the "native-speaker" (NS) point of view at the expense of the "non-native-speaker" (NNS) one--"native-speakerism"--has long been a significant problem. However, this paper argues that the current main applied linguistics attempt to remedy the situation--the use of a "critical theory" (CT) approach--rather than bringing about true progress, simply perpetuates the status quo in a new guise, by substituting one kind of hegemony for another. The way in which this occurs with respect to a central area of the CT critique of native-speakerism--the proscription of generalisations by NSs about the cultural characteristics of NNSs--is therefore explored. It is shown that in the case in question, (i) insufficient empirical evidence is provided for claims made, and (ii), via a review of relevant literature, that an underdeveloped concept of stereotyping is employed. As a preferred means of trying to ameliorate native-speakerism in ELT, therefore, the case is outlined for the continued and increased use of more traditional (but still valuable) epistemological approaches.

Waters, John K. (2007).  ESL Technologies: The Universal Language  T.H.E. Journal, 34, 1. 

The number of immigrant students in US schools has more than doubled in the past 15 years. In response, teachers are broadening their ESL programs with the one tool that translates in all dialects--computer technology. Students who are learning English for the first time, better known as English language learners (ELL), make up a greater proportion of the K-12 population than ever before. This article presents specialized ESL softwares designed to help ELL students develop English-language listening, speaking, and reading skills. They range from simple, self-directed pronunciation programs delivered on CD, to complete multimedia software suites. Virtually all of them offer some level of interactivity, and a growing number are web-based or network-connected. The best of them are providing more than pretty pictures. The buzz phrase here is "context-based instruction," which puts students into lifelike situations using digital video.

Waters, John K. (2007).  Data Security: Locked Down, Not out  T.H.E. Journal, 34, 2. 

The problem with traditional, perimeterbased security methods is twofold: First, they can stifle the educational mission that district networks were created to encourage. Firewalls can thwart hackers, but they can also prevent staff and students from accessing online tools or information. Second, these approaches tend to provide inadequate defenses against modern security threats, such as USB devices and memory sticks, which are potential sources of infection, as well as handy and easily concealed storage for data theft; instant messaging, through which a variety of suspect files may be introduced to the network; and peer-to-peer file sharing programs (Kazaa, Gnutella, BitTorrent), which clog up the system and can not be blocked at the firewall. The most important thing to remember about the process of securing data, is that it is in fact, a "process," and not a product. Security is not something that comes out of a box and it is not something that is "in" a box.

Waters, John K. (2007).  Online Collaboration: Curriculum Unbound!  T.H.E. Journal, 34, 3. 

Freed from the nuisances of paper-based methods, districts are making creative use of digital tools to move their curricular documents online, where educators can collaborate on course development and lesson planning. Back in 2003, Amarillo Independent School District (Texas) had begun using the Blackboard Content System to provide lessons online. Blackboard, the popular internet-based file-sharing network, is designed to deliver online courses, store content, and host discussion boards. Dirk Funk, the district's instructional technology facilitator, found that, with a little tweaking, the system could be used as a collaboration tool for curriculum development. Among the district's more innovative tweaks to the Blackboard system is the addition of a set of add-ons from Learning Objects, maker of social learning applications, which supports the use of wikis. Documents published on a wiki are subject to what is known as open editing--anyone with a web browser can modify them. The set of add-ons, called Campus Pack that Amarillo has employed, uses wiki technology to provide tools for collaboratively creating and editing rich-media websites. Enhanced collaboration capabilities--particularly the sharing of lesson plans--were also at the heart of a culture-changing simultaneous rollout of a new curriculum and a new lesson-planning approach at the Acadia Parish School District. Acadia's OnCourse Lesson Planner, a webbased lesson-planning application from a New Jersey startup called OnCourse Systems for Education, automates much of the lesson-planning process with online templates. It is also designed to allow teachers to copy and paste lessons from week to week, or year to year, and to share them throughout a school or across a district. Teachers, principals, and other administrators can review and react to these plans online. John Bourque, Acadia's superintendent, was struck by this capability and its potential to facilitate collaboration among faculty members.

Waters, John K. (2007).  Out of Print  T.H.E. Journal, 34 n5 p31-32, 34-36 May 2007. 

When Anita Givens, who serves the Texas Education Agency (TEA) as the senior director for instructional materials and educational technology, first began teaching elementary school students to use computers back in the mid-1980s, there were few digital learning materials available and little demand for electronic textbooks. In fact, parents and educators worried that the advent of computers in schools would result in students' spending too much time in the company of computer monitors, and not enough time with real books. However, 20 years after, teachers, parents, and especially students are embracing electronic educational content today in growing numbers. Givens' agency, for one, has made deployment of digital learning tools and content a priority. TEA has adopted electronic instructional materials and educational technologies from a range of publishers and "depositories," which store and distribute instructional materials for publishing companies. The influx of alternative digital content has actually altered Texas' formal definition of "textbook" to include electronic media. In this article, the author discusses how traditional textbook publishers are rushing to adjust to a changing market as K-12 educators show a growing interest in digital content. This article contains a sidebar entitled "Putting E-Content in Overdrive," which describes the OverDrive School Download Library, a service that delivers e-book and digital audio book downloads from a company-hosted website.

Waters, John K. (2007).  It's the Little Things  T.H.E. Journal, 34, 6. 

Information technology (IT) departments are ruled by a kind of Maslow's Hierarchy of Needs: The big-tech stuff--the operating systems, the networks, the data centers--gets the priority, food-and-shelter attention, while upgrading the backup power supplies, evaluating new projector mounts, and taming that rat's nest of classroom cords fall somewhere between the desire for fame and the need for self-actualization. According to Matt Flood, network administrator for the Goose Creek Consolidated Independent School District, companies tend to think of these small things as accessories and they tend to get to it as an afterthought, especially schools with tight budgets. He also added that it is really the little things that matter when it comes to teacher productivity and network security. Among the "little things" is an uninterruptable power supply (UPS), which provides system backup during power failures and smooths out powersource hiccups. In this article, the author presents some of the underrated cutting-edge computing accessories that improve teacher productivity, enhance security, and refine systems.

Waters, John K. (2007).  Opening a New Door  T.H.E. Journal, 34, 8. 

A growing number of K-12 districts are taking the open source plunge, both to cope with tight budgets and to escape proprietary vendor lock-in and expensive upgrade cycles. With the potential for cost savings and a growing number of educational applications, open source software is proving to be an effective alternative for schools willing to make the switch. Although cost concerns are moving an increasing number of schools to consider open technologies, the force that may ultimately push K-12 to a tipping point in its slowly evolving relationship with open source software is peer pressure. Dave Gynn, director of enterprise tools and frameworks at Optaros, a Boston-based consulting and systems integration firm specializing in open source software, says whether schools are at a tipping point or still approaching it, once they tip, they are likely to roll fast down the other side.

Waters, John K. (2007).  Corporate Foundations: Enterprise to the Rescue!  T.H.E. Journal, 34, 9. 

Computer and information technology companies are among the most generous and inventive corporate contributors to American schools today. Many seem to view their contributions almost as acts of self-preservation, both to ensure that they will have a tech-savvy pool of workers from which to draw in the future, and to expose those workers to the tools and technologies their companies produce. Apple, Hewlett-Packard, Dell, and a host of others sponsor a wide range of programs that provide a wealth of products, services, and support for students and teachers. Some tech-sector giants, such as Oracle, Intel, and Sun Microsystems, have established separate educational foundations to guide their contributions in this area. This article describes how various leading technology companies are funding endowments to support teach 21st-century skills to tomorrow's workforce.

Waters, John K. (2007).  On a Quest for English  T.H.E. Journal, 34 n10 p27-28, 30. 

This article reports the potential of online role-playing games to be a powerful tool for English as a second language (ESL) learning. When Professor Edd Schneider and game designer Kai Zheng suggested to attendees gathered in San Francisco last spring for the annual Game Developers Conference that massively multiplayer online role-playing games, better known as MMORPGs, could help Asian teens acquire English language skills, the two men generated considerable buzz. Their message threw a spotlight on a relatively new area of investigation in the evolving relationship between education and computer games--namely, whether an MMORPG might serve as a pedagogical tool for students learning ESL. Schneider, an associate professor in the Department of Information & Communication Technology at The State University of New York (SUNY) at Potsdam, has been researching games and teaching game design and development for more than 10 years. Zheng, a student in the department, is a Chinese software developer who has written for videogame magazines in China. In their presentation, Schneider and Zheng argued that the internationally popular MMORPG World of Warcraft (WoW) could be marketed more effectively in China, Korea, and Japan if it were run on ESL servers, which are accessible to players in Asia and the United States. Schneider believes that running the game on joint ESL servers could remove one of the greatest roadblocks to sales in that part of the world: parents. Beyond marketing considerations, Schneider believes that MMORPGs have great potential as tools for ESL programs in US schools.

Waters, John K. (2007).  MFPs: A Bundle of Possibilities  T.H.E. Journal, 34, 11. 

This article describes how the new generation of multifunction printers (MFP) couple diverse software with powerful hardware, bringing a multitude of options to educators. All of the major printer-scanner-copier makers have the education market in their crosshairs, but Lexmark's new Education Station targets K-12 with a unique combination of hardware and software. The system bundles the Lexmark X646dte, a 50-pages-per-minute, monochrome MFP, with applications designed to help elementary, middle, and high schools improve their document management processes. The MFP combines print, copy, scan, and fax capabilities, and comes with a large color touch-screen interface called eTask. The standard software bundle includes Lexmark's Scan to Classroom and Forms on Demand applications, which are designed to give teachers the ability to manage their own documents and reduce the time they spend on paperwork. The Scan to Classroom application allows teachers to send evidence-of-work documents--say, student work that teachers may need for a parent conference--from the MFP directly to a personalized, preinstalled destination on the network--another teacher's e-mail perhaps. Office personnel can use the same icon to scan and e-mail tardy forms, doctors' notes, and permission slips directly to teachers. The Forms on Demand application gives teachers and administrators the ability to access and print files stored on the network directly from the Education Station. The system is now in a pilot phase, and the company is set to introduce a set of testing and grading options meant to help teachers gather exam results and analyze the progress of individual students. The software will allow teachers to print 15-, 30-, or 60-question tests based on bubblesheet templates. The teachers can then scan completed tests back into the MFP, where the software scores them. The machine will then print out a single-sheet summary for each test, with the score, the answer key, and the student's grade. There's even room for teacher comments.

Waters, John K. (2007).  A Movable Feast  T.H.E. Journal, 34, 12. 

Mobility and flexibility are the touchstones of 21st-century K-12 architecture, which sets aside conventional classroom design to create an environment that best integrates technology with learning. This article talks about San Jose State University's state-of-the-art, 10,000-square-foot Academic Success Center in California. At the heart of the project is an incubator classroom that combines movable furniture with an array of audiovisual technologies designed to enable collaborative classroom interaction. The SJSU incubator classroom features three projection screens: a large one in front and two on the sides. Menko Johnson, an instructional technologist at San Jose State University, believes that the lessons learned at SJSU can help K-12 districts design more effective, tech-enabled classrooms. Though the focus of Johnson's work is the impact of technology on instruction and student learning, he insists that a successful synchronizing of technology and classroom puts the teaching before the gadgetry.

Waters, John K. (2008).  Face Time  T.H.E. Journal, 35 n1 p38, 40. 

It was the perfect Halloween project. Each class would construct a three-dimensional "monster" out of common classroom materials (construction paper, cardboard boxes, tape, markers, glue, string, etc.), then write down instructions for building the monster and send them off to another class in the district, or in some other district, or even some other state. The students would have to describe the materials used and how they were assembled, and in some cases provide mathematical formulas for dimensions, angles, and shapes. At the conclusion of the project, the students would compare their monsters via a videoconferencing network the district had invested in years earlier. This article describes videoconferencing, a new dimension of social networking. Called "face-to-face," though a synchronous meeting occurring in a videoconference, it connects the faces and voices with the e-mail and the texting. It approaches what people do in actual social interactions, where they hear and see each other.

Waters, John K. (2008).  How Geek Became Chic  T.H.E. Journal, 35 n2 p48-50, 52-53 Feb 2008. 

With budgets and staff stretched thin, schools are turning tech-savvy students into technology leaders and a popular, important source of IT support. Providing professional tech support is a very expensive a proposition, so districts from Tupelo to Greenville, and from Hattiesburg to Columbia, are enlisting students to fill the gaps. This article discusses some student tech-support programs that train students in the use of technology in order to provide technical support needed to maintain the technology in schools and districts. First is a state-sponsored initiative called Challenging Regional Educators to Advance Technology in Education (CREATE) for Mississippi that provides, among other things, skills-development programs for cadres of computer-savvy middle and high school students, who troubleshoot the IT in 32 districts across the state. Through CREATE, full-time technology facilitators stationed on-site at the school level train and supervise the Student Tech Teams. Second is the Generation YES (Youth and Educators Succeeding), an Olympia, Washington-based commercial provider of student-centered technology programs that provides an online platform and tools through which students and teachers collaborate for project-based learning and staff development. Third is Students Working to Advance Technology (SWAT), a nationwide program aimed at promoting student leadership through technology training. Last is the Kentucky Department of Education's Student Technology Leadership Program (STLP), a project-based learning program designed "to empower students in all grade levels to use technology to learn and achieve."

Waters, John K. (2008).  Mix Master  T.H.E. Journal, 35 n3 p32-34, 36. 

Data integration is one of the single most challenging tasks any district can face. Fortunately for school districts throughout the country with data scattered in disparate systems, an open specification known as the Schools Interoperability Framework (SIF) is mitigating that challenge. SIF has emerged as a cornerstone of K-12 data warehousing, enabling once-isolated information to be shared among diverse systems. First proposed in 1997, SIF is a set of open software and data specs that describes how information can be exchanged among applications in a K-12 setting. It's based on the Extensible Markup Language (XML) and service-oriented architecture (SOA). XML is a platform-neutral, general-purpose markup language; SOA refers to an architectural approach that loosely couples software systems to provide a set of linked, repeatable business tasks, or "services." The Schools Interoperability Framework Association (SIFA) is the nonprofit, independent standards body that advocates for, and maintains, the SIF spec. Though it started as a vendor-dominated organization, 75 to 80 percent of its members are now end users. The group's membership roster includes schools, states, K-12 software vendors, systems integrators, and others interested in helping advance interoperability in the K-12 space. One of the reasons SIF has survived and thrived for so long is that it holds the support of an active and involved community, or ecosystem. It's one of the keys to the success of any open specification. The SIF ecosystem consists of individuals and organizations investing time and resources to refine and improve the spec-essentially, the SIFA membership. Within SIFA, there's also a subcommunity called EdSTART (Educational Software and Technology Application Registry Tool) which offers SIFA members and non-members listings of requests for proposals, school software vendors, and vendors' products. The SIF data model is large and expanding. The recent addition of organizational profiles to that model allows the set of data elements to be virtually as large as a school needs. According to SIFA's 2006-2007 activities report, district-level implementations of SIF-based solutions now number in the thousands. As of the publication of that report, five states are implementing the spec statewide.

Waters, Kevin Stewart; Russell, William Benedict, III (2008).  The Internet, Schools, and the Constitution: A Historical Analysis of Court Decisions  [Online Submission] 

The Internet is a valuable educational tool being utilized in many classrooms today. However, Internet and computer policies restrict and limit how the Internet and computer can be used in a school. An Internet and computer policy typically limits students to use the Internet and computer for educational purposes. If a student violates this policy he/she will receive some type of disciplinary action. Courts have consistently ruled in favor of school districts policies that limit student use. However, there is inconsistency in courts with regard to punishment of students for improper use of the Internet at home. This article will examine and analyze various court cases related to student Internet use. When examining the authorities of schools to punish students for Internet actions, the courts have focused mainly on three monumental case decisions. These cases are Tinker v. Des Moines Independent Community School District (1969), Bethel School District No. 403 v. Fraser (1986), and Hazelwood School District v. Kuhlmeier | [FULL TEXT]

Waters, Lea; Johnston, Carol (2004).  Web-Delivered, Problem-Based Learning in Organisational Behaviour: A New Form of CAOS  Higher Education Research and Development, 23, 4. 

Recent calls have been made for a fundamental reorientation in higher education from a curriculum that simply transmits information (learner as receiver) to one that encourages students actively to construct their own knowledge and practice using new skills and concepts (learner as constructor). In response, the Case Analysis in Organisational Situations (CAOS) assessment tool was developed for use in teaching organisational behaviour. It follows the principles of problem-based learning and group work, using an unfolding case design. A pre-test (n=365), immediate post-test (n=323) and delayed post-test (n=129) design was implemented to evaluate the effectiveness of this new learning tool. The assessment of student approaches to learning revealed that students were more likely to adopt a deep approach to learning at the end of CAOS than at the beginning. In general, the results show that CAOS is a useful web-based tool that promotes learning in organisational behaviour. The benefits of CAOS and some suggested improvements to the existing CAOS format are discussed.

Waters, Sandie H.; Gibbons, Andrew S. (2004).  Design Languages, Notation Systems, and Instructional Technology: A Case Study  Educational Technology Research and Development, 52, 2. 

Notational systems, used in mature fields of study, are closely related to design languages. The future of a technological field depends on the ability to communicate ideas and changes with others in the field. Instructional technology is one field that can benefit from a notation system enabling designers to duplicate, execute, and communicate their ideas. In this paper, we look at several mature fields, including chemistry, musicology, and choreography, to discover elements where a mature design language and notation system have developed. In this paper, we illustrate a number of dimensions that can help designers form their design languages and select the characteristics of their notation systems.

Watkins, Debbie; Kritsonis, William Allan (2008).  Aristotle, Philosophy, and the "Ways of Knowing Through the Realms of Meaning": A National Study on Integrating a Postmodernist Approach to Education and Student Achievement  [Online Submission] 

"The fundamental task of any educational institution is to determine the manner of defining and organizing its curriculum. At the outset the obvious fact that there is more to learn, more to teach, and more to put in the curriculum than time available presents the educators with hard choices" (Kritsonis, 2007, p. v.) Therefore it is imperative that new paradigms for educational curriculum designs, teaching models, and educational delivery systems be investigated to ensure that the most appropriate levels of meaning and understanding are delivered to the students in our classrooms. Utilizing a post-modernistic approach to education, this article lays a beginning foundation and treatise on how to successfully integrate a curriculum based on philosophy, postmodernism, and the "Ways of Knowing Through the Realms of Meaning" (Kritsonis, 2007) curriculum selection guide. | [FULL TEXT]

Watkins, Ryan (2000).  How Distance Education is Changing Workforce Development.  Quarterly Review of Distance Education, 1, 3. 

Discusses how information technologies and distance education are changing workforce development. Focuses on the Digital Dakota Network (DDN), a cooperative effort to make distance education opportunities available to residents. Examines the related issues and implications of trends in the labor market. Outlines four recommendations for realizing America's potential in years to come, and suggests that the DDN can meet and lead the nation in accomplishing these recommendations.

Watkins, Ryan (2003).  Determining if Distance Education Is the Right Choice: Applied Strategic Thinking in Education  Computers in the Schools, 20, 3. 

Making decisions about which technologies, if any, are appropriate for your classroom or educational institution has never been easy. These difficult decisions are, however, increasing in their complexity as new technologies continually enter the marketplace, expectations of parents and students rise for more technology in the classroom, budget constraints require institutions to do more with less, and the benefits of distance education place mounting pressures on educators to provide resources beyond the boundaries of the traditional classroom. So how do you as an educational leader make the challenging decisions related to distance education and other technologies in your school? This article provides a framework for results-focused decision making that can help you make complicated choices in even the most challenging of circumstances.

Watkins, Ryan (2005).  Developing Interactive E-Learning Activities  Performance Improvement, 44, 5. 

Although e-learning can offer interactive and engaging learning experiences, the creative ideas that are necessary to create such environments are not always easy to come up with when designing, developing, or teaching e-learning courses. E-learning activities use online technologies such as chat rooms, discussion boards, or email to facilitate interactions as meaningful exercises. When a variety of interactive e-learning experiences are utilized, retention rates can be improved, learner participation can be increased, learning objectives can be achieved, online learning communities can be developed, and online courses that engage learners can be created. This article describes several activities that take advantage of unique online technologies to create e-learning courses that will excite and engage students while accomplishing important course objectives.

Watkins, Ryan (2007).  Designing for Performance, Part 2: Selecting Your Performance Technologies  Performance Improvement, 46, 2. 

Strategic plans and performance objectives define the results to be accomplished, but selecting a suitable set of performance technologies for your organizations requires more than just knowing the intended benefits. The systematic procedures described in the article will guide you through practical processes and valuable tools for identifying potential performance technologies, evaluating alternatives, and developing a system of performance-focused activities that accomplish desired results.

Watkins, Ryan; Kaufman, Roger; Guerra, Ingrid (2001).  The Future of Distance Learning: Defining and Sustaining Useful Results.  Educational Technology, 41, 3. 

Considers benefits of distance learning for various organizations including educational institutions, corporations, and government agencies. Topics include usefulness; measurable value added; the organizational elements model (OEM); an evaluation of distance education, from conventional instruction to future possibilities; and guidelines for defining and delivering future usefulness, effectiveness, and efficiency of distance learning.

Watkins, Ryan; Schlosser, Charles (2000).  The Impact of Technology on Educational Equivalency: Capabilities Based Educational Equivalency Units.  Educational Technology, 40, 6. 

Proposes a model for transforming equivalency in education from a unit of measurement focused on time in the classroom to one focused on learner achievement. While allowing time and location to vary across courses and academic programs, the Capabilities Based Educational Equivalency (CBEE) Units model permits the valid comparison of student achievement by holding academic achievement and student capabilities relatively constant.

Watson, Barbara (2001).  Key Factors Affecting Conceptual Gains from CAL Materials.  British Journal of Educational Technology, 32, 5. 

Identifies key factors affecting conceptual gains from using a CAL (computer-assisted learning) package and their application to a college practical laboratory class. Considers students' biographical characteristics, design features of the CAL package, and the way that the CAL was integrated into the curriculum.

Watson, George (2002).  Using Technology To Promote Success in PBL Courses.  Technology Source, 2002. 

Explains problem-based learning (PBL) and describes the role of technology in developing undergraduate PBL at the University of Delaware. Discusses integrating information technology and PBL; using course Web sites to organize PBL courses; and using online resources to support PBL courses.

Watson, George (2006).  Technology Professional Development: Long-Term Effects on Teacher Self-Efficacy  Journal of Technology and Teacher Education, 14, 1. 

The West Virginia K-12 RuralNet Project was an NSF funded program to train inservice teachers on integrating the Internet into science and mathematics curriculum. The program involved training inservice teachers through an intensive summer workshop and supplemental online courses. This study examines the effects of the project on the long-term self-efficacy of inservice teachers and their use of the Internet in the classroom. The specific research questions addressed are: Do professional development programs affect the long-term self-efficacy of inservice teachers? Did the addition of online courses and follow-up to the program affect self-efficacy levels? Finally, do certain external factors, specifically years of teaching experience, college technology courses, professional development, or participation in other similar professional development programs play a role in teacher self-efficacy? The findings indicate that: (a) Teachers improved level of self-efficacy after the summer workshops remained high even years after their involvement in the program, (b) that combining an intense summer workshop with additional online courses shows a significant difference in some aspects of self-efficacy over just having a professional development workshop, and (c) certain external factors do affect teacher self-efficacy over the long-term.

Watson, John (2005).  Keeping Pace with K?12 Online Learning: A Review of State-Level Policy and Practice  [Learning Point Associates / North Central Regional Educational Laboratory (NCREL)] 

This report explores policies and practices governing online education with a particular focus on policies aiming to provide students with high-quality online learning experiences. The report looks specifically at two areas: state-level policies governing online education, and statewide online programs (i.e., programs created by legislation or by a state-level agency, and/or funded or administered by a state department of education or another state-level agency to provide online learning opportunities across the state). Online learning has developed explosively over the past five years. As of July 2005, 21 states have statewide online learning programs, and cyberschools and/or district-level online programs operate in almost every state. Both statewide programs and cyberschools report rapid growth, with registrations and enrollments typically experiencing double-digit percentage annual increases. Despite the explosive growth, relatively little is known about the programs that conduct online learning. What percentage of students passes the courses they take? What is the quality of their learning experience? How much does it cost to provide online courses, and what are the best methods for paying that cost? Questions like these raise complex issues of policy, practice, and philosophy. While online-learning practitioners have been grappling with such issues for years, state policymakers have moved much more slowly; and the concern raised four years ago by the National Association of State Boards of Education--that online learning developments would outpace the capacity of policymakers to shape these developments in constructive ways--has turned into an increasingly accurate prediction. [This report was produced by Learning Point Associates. Additional writing by Stevan Kalmon. Research also supported by Florida Virtual School Illinois Virtual High School Virtual High School.] | [FULL TEXT]

Watson, Lemuel W. (2004).  Access and Technology  New Directions for Community Colleges, 2004, 128. 

Community colleges are well positioned to provide underserved student populations with access to computer technology. This chapter explores the issues of access and technology from multiple perspectives in the community college, and explains how community colleges can develop a foundation for their technology plan.

Watson, Patricia A.; Lacina, Jan Guidry (2004).  Lessons Learned from Integrating Technology in a Writer's Workshop  Voices from the Middle, 11, 3. 

Two teachers reflect on their combined experiences in teaching middle school, teaching preservice teachers, and teaching online in order to adapt and apply strategies for bringing positive experiences in a computer-based environment to middle grade students. The result is five valuable lessons, each of which is explained theoretically and described practically through a writers' workshop example.

Watson, Sandy White; Rutledge, Valerie Copeland (2005).  Online Course Delivery and Student Satisfaction  [Online Submission] 

The advent of personal computers, as well as the widespread accessibility of the Internet, has created an environment which is conducive to utilizing technology in many different ways, specifically for presenting courses via computer (Harden, 2002.) The on-line delivery of courses (also called e-learning) has evolved from a unique format into one which is becoming widely used and more adaptable. Most universities now offer at least some classes via an online format. The purpose of this research study was to determine student perspectives of the online educational courses offered at the University of Tennessee at Chattanooga. The survey used in this study was designed to generate attitudinal information from students enrolled in online courses during the course of three semesters beginning in the Spring of 2003, and ending in the Spring of 2004 concerning their perceptions of the effectiveness of online courses offered via BlackBoard at the University of Tennessee at Chattanooga. | [FULL TEXT]

Watson, Sandy; Johnston, Linda (2007).  Assistive Technology in the Inclusive Science Classroom  Science Teacher, 74, 3. 

Federal legislation requires that supplementary aids and services be provided to students with diagnosed disabilities to assist them in accessing the general-education curriculum. Such modifications to the curriculum may include assistive technology (AT) devices and services. AT can be any item, piece of equipment, or teacher-made product that is designed to improve a student's functional capability or help a student succeed in accessing the general education curriculum. Students with disabilities have used items such as pencil grips and text-to-speech devices to succeed in life activities and in inclusive classrooms. Lahm and Morrissette (1994) identify seven instructional areas in which AT has proven advantageous for use with students with mild disabilities: organization, note taking, writing assistance, productivity, access to reference materials, cognitive assistance, and materials modification. In this article, the authors discuss the applications of a wide variety of ATs in each of the seven instructional areas that are especially useful in the secondary science classroom with both special-needs and regular-education students.

Watson, William R.; Watson, Sunnie Lee (2007).  An Argument for Clarity: What Are Learning Management Systems, What Are They Not, and What Should They Become?  TechTrends: Linking Research and Practice to Improve Learning, 51, 2. 

The application of computers to education has a history dating back to the 1950s, well before the pervasive spread of personal computers (Reiser, 1987). With a mature history and varying approaches to utilizing computers for education, a veritable alphabet soup of terms and acronyms related to computers in education have found their way into the literature, most of them non-standardized. Learning Management System (LMS) is one approach to the application of computers to education which holds great potential and important concepts, yet is often misunderstood and the term misused. This article will clarify the use of the term LMS by presenting a history and definition of LMS, differentiating it from similar terms with which it is often confused, and discussing the role it can play in education. It will then describe current application and available features of LMS's, and conclude by identifying trends and recommending future research.

Watt, Michael G. (2008).  National Curriculum Collaboration in Australia: An Analysis of the National Debate  [Online Submission] 

The purpose of this study was to review five initiatives in national curriculum collaboration, which have emerged since the move to national consistency arose in 2003, and to examine reports on these initiatives published by the news media and the education profession. Searches on web sites of education organisations, an electronic magazine, and the Australian Education Index were conducted to identify documents, news reports and educational literature referring to the five initiatives. Content analysis method was applied to summarise and categorise the documents. The results showed that policy making during this phase of national curriculum collaboration has shifted from establishing national consistency to introducing standards-based education, and reports published by the news media and the education profession have increased since this shift occurred. The conclusion indicated that, whilst a national debate has emerged on this issue, only a small proportion of policy makers and leaders within the education community has been engaged in contributing to this debate. | [FULL TEXT]

Watts, Emily H.; O'Brian, Mary; Wojcik, Brian W. (2004).  Four Models of Assistive Technology Consideration: How Do They Compare to Recommended Educational Assessment Practices?  Journal of Special Education Technology, 19, 1. 

Although the concept of assistive technology has been around for some time in the fields of study for rehabilitation, communication as it relates to speech and language (Bryant & Bryant, 2003; Church & Glennen, 1992) and medicine (Porter, Haynie, Bierle, Caldwell, & Palfrey, 2001), assistive technology pedagogy is relatively new to the field of special education. The purpose of this article is to provide guidance to school teams in the assistive technology consideration process by comparing and evaluating selected models of the assistive technology consideration process with respect to recommended practices in educational assessment. This article represents a beginning exploration and adaptation of a yardstick for comparing models that was proposed originally by Watts and O'Brian. In their article describing models for considering assistive technology for students with disabilities, the authors introduce the notion of cross-referencing the literature in educational assessment processes with literature in the field of assistive technology consideration process.

Watts, Jacqueline H. (2007).  Locating the "I" in the Teaching of Death and Dying: Challenges of the Open Distance Learning Model  Open Learning, 22, 3. 

The UK Open University's second-level undergraduate course "Death and Dying" (K260) draws on personal and professional experience to explore the issues of loss, care, ethical practice, communication and grief. Students come from diverse occupational backgrounds (nurses, social workers, medical practitioners) but many study K260 for purely personal reasons. This diversity presents educators with specific challenges. Synthesising theory, practice and the personal within academic assessment is a significant teaching dilemma on an open distance learning programme, but is especially so in relation to sensitive subject matter. This article discusses how the curriculum can accommodate personal narrative to enhance academic learning. A reflective research methodology is used to consider the integration of the "personal" and the "situated" as learning tools.

Wang, C.-H. (2005).  Questioning Skills Facilitate Online Synchronous Discussions  Journal of Computer Assisted Learning, 21, 4. 

The results of this study show that effective questioning skills increase student intellectual moves that, in turn, facilitate the process of knowledge construction in online synchronous discussion (OSD). The open-ended questions elicited multiple perspectives by promoting student participation, while OSD enabled them to share and debate multiple perspectives simultaneously without worrying about interrupting the flow of a conversation that had moved on. Furthermore, the high level of questions engaged students in higher order thinking. That is, OSD can be productive for learning when organised with appropriate questioning skills. The implication is that educators have to re-engineer their thinking to teach with OSD in order to discover effective pedagogy that uses OSD as an integral component in teaching. Research on educational OSD should focus on how and when it is an appropriate learning tool that enhances learning processes and outcomes.

Wang, Charles Xiaoxue (2001).  Incorporating Academic Standards in Instructional Systems Design Process. 

Almost every state is "imposing" academic standards. Helping students to meet those standards is a key task for teachers and school administrators, as well as instructional systems designers. Thus, instructional designers in the K-12 environments are facing the challenge of using appropriately and effectively academic standards in their instructional systems design process. This paper offers some effective ways of handling academic standards in the instructional systems design process, together with examples. This paper is intended to encourage experts in both academic standards and instructional systems design to examine the role and influence of academic standards on instructional systems design processes and the subsequent outcomes. | [FULL TEXT]

Wang, Charles Xiaoxue; Dwyer, Francis (2004).  Effect of Varied Concept Mapping Strategies on Student Achievement of Different Educational Objectives  International Journal of Instructional Media, 31, 4. 

In the literature, many studies indicate that concept maps as a tool to facilitate learning are effective and robust. However, there is limited research on the appropriate use of concept mapping strategies regarding their effectiveness in facilitating the achievement of specific learning objectives. This study attempts to examine the instructional effects of three concept mapping strategies used to facilitate student achievement of different educational objectives. One hundred fifty-six college level students participated in this study. Extra credit points were awarded for participation. Students were randomly assigned to one of the four treatment groups: (a) Treatment 1 (the control group); (b) Treatment 2 (the concept identifying mapping strategy group); (c) Treatment 3 (the proposition identifying mapping group); and (d) Treatment 4 (the student generated mapping group). There were statistically significant differences found between the control group and the concept identifying mapping strategy group in all criterion tests. The significant differences were also found between the control group and the student generated mapping strategy group in the identification, terminology and total criterion tests. There were no statistically significances found among the three concept mapping strategy groups.

Wang, Chun-Min (2004).  Taking Synchronous Online Courses in the United States: The Perceptions from Asian Students  [Association for Educational Communications and Technology] 

Online learning has become a new paradigm in education, but very few research-based studies have addressed the multicultural aspects of online learning. Using interviews and observations, this study examines the perceptions of Asian students while taking synchronous online courses in the United States. The specific questions explored in this study are: (1) How do Asian students shift their learning styles from physical classrooms to synchronous online learning environments? (2) What are Asian students' opinions of synchronous online courses? (3) How do Asian students interact in synchronous online learning environments? (4) How do the instructional dimensions of synchronous online courses accommodate the needs of Asian students? | [FULL TEXT]

Wang, Danhua (2005).  Students' Learning and Locus of Control in Web-Supplemental Instruction  Innovative Higher Education, 30, 1. 

This multicase study investigated the learning experiences of four college students identified respectively as internal and external locus of control. They were taking a basic educational technology course that supplemented classroom teaching with two course web sites. Four categories that characterized their learning experiences suggested some relationship between locus of control and learning experience.

Wang, Feng-Kwei; Moore, Joi L.; Wedman, John; Shyu, Chi-Ren (2003).  Developing a Case-Based Reasoning Knowledge Repository To Support a Learning Community--An Example from the Technology Integration Community.  Educational Technology Research and Development, 52, 3. 

Describes the design and development of a case-based reasoning (CBR) knowledge repository, including its case library and the search engine to support the technology integration community. The process and results of ormative evaluation following the concept of participatory design are reported to set the context for further research and development.

Wang, Feng; Hannafin, Michael J. (2005).  Design-Based Research and Technology-Enhanced Learning Environments  Educational Technology Research and Development, 53, 4. 

During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology.

Wang, Feng; Hannafin, Michael J. (2008).  Integrating WebQuests in Preservice Teacher Education  Educational Media International, 45, 1. 

During the past decade, WebQuests have been widely used by teachers to integrate technology into teaching and learning. Recently, teacher educators have applied the WebQuest model with preservice teachers in order to develop technology integration skills akin to those used in everyday schools. Scaffolding, used to support the gradual acquisition of knowledge and skills, may help preservice teachers to better understand the underlying assumptions and assess the feasibility of WebQuests for their teaching. Based on a review of existing WebQuest and scaffolding research, this article presents guidance for scaffolding preservice teachers' WebQuest designs, and identifies issues and challenges for future implementation.

Wang, Feng; Reeves, Thomas C. (2004).  Why Do Teachers Need to Use Technology in Their Classrooms? Issues, Problems, and Solutions  Computers in the Schools, 20, 4. 

Will computers repeat the failure that older technologies (e.g., film, radio, and television) experienced concerning educational applications of technology? A simple question seems to be helpful for us to gain more insight on this issue: "Why do teachers need to use technology in their classrooms? To answer this question, first of all, the general expectations that people have for computers in education are examined. Then, a summary of the failures regarding educational uses of technologies are provided and analyzed. Next, the question of whether computers can escape the same fate as film, radio, and television is examined. Finally, a conclusion is presented that computers can bring great changes to classrooms in the next decade, but improper enthusiasm must be discouraged. To a great extent, the passion for computers can be managed by a more realistic research agenda. The paper concludes with recommendations for development research and design-based research.

Wang, Greg (2003).  Valuing Learning: The Measurement Journey.  Educational Technology, 43, 1. 

Discusses the money wasted on ineffective training programs and the resulting surge in interest among training professionals in conducting learning evaluation and return on investment (ROI) measurement. Describes Kirkpatrick's four-level evaluation concept; questions regarding measurement validity and reliability; and new developments in learning measurement, including the Training Results Measurement Model.

Wang, Greg G.; Foucar-Szocki, Diane; Griffin, Oris (2006).  HRD Learning Participation: An Empirical Study of E-Learning Completion  [Online Submission, Paper presented at the Academy of Human Resource Development International Conference (AHRD) (Columbus, OH, Feb 22-26, 2006) p1255-1262 (Symp. 60-2)] 

This study offers empirical evidence in HRD e-learning completion. Based on the Learning Participation Theory (LPT) (Wang & Wang, 2004), a study was conducted with U.S. corporate e-learners to explore the determinants of e-learning completion. The results generally confirmed the hypothesis by the LPT that individual, learning process, and organizational clusters, as well as environmental factors, as specified in the study, are significant determinants of e-learning completion. The implications of the results are also discussed.  [For complete proceedings, see ED491487.] | [FULL TEXT]

Wang, Hei-Chia (2007).  Performing a Course Material Enhancement Process with Asynchronous Interactive Online System  Computers and Education, 48, 4. 

Online systems have come to be heavily used in education, particularly for online learning and collecting information not otherwise readily available. Most e-learning systems, including interactive learning systems, have been designed to "push" course materials to students but rarely to "collect" or "pull" ideas from them. The interactive mechanisms in proposed instructional design models, however, prevent many potential designers from improving course quality, even though some believe that the learning experience and the comments of students are important for enhancing course materials. As well, students could actually contribute to instructional design. This paper presents a course material enhancement process that elicits ideas from students by encouraging students to modify course materials. This process had been tested on different higher education programs, both graduate and undergraduate. It aims to understand which programs' students have a higher willingness to participate in this work and if they can benefit from this process. To facilitate this research, an asynchronous interaction system, teacher digital assistant (TDA), was designed for teachers to receive responses, recommendations, and modified materials from students at any time. The major advantage of this process is that it could embed students' thoughts into the course material to improve the curriculum, which can benefit future students.

Wang, Hsue-Yie; Liu, Tzu-Chien; Chou, Chih-Yueh; Liang, Jen-Kai; Chan, Tak-Wai; Yang, Stephen (2004).  A Framework of Three Learning Activity Levels for Enhancing the Usability and Feasibility of Wireless Learning Environments  Journal of Educational Computing Research, 30, 4. 

The most recent advances in information technology have brought wireless communication and mobile devices to education. The wireless technology enhanced classroom (WiTEC) integrates a wireless local area network, mobile learning devices, and client-server architecture to support instruction and learning activities. This article introduces a framework that involves three learning activity levels--learning functions, learning episodes, and learning flows--as a basis for designing an integrated system that supports various types of learning activities in WiTEC. A teacher can use this system to generate new learning flows before class and to implement them during class. A two-stage evaluation was conducted in three 6th grade classes to investigate the usability and feasibility of the proposed system. The participating teachers indicated that the use of the three learning activity levels eased the burden of preparing, implementing and reviewing instruction and learning activities.

Wang, Jenny; Fang, Yuehchiu (2005).  Benefits of Cooperative Learning in Weblog Networks  [Online Submission] 

The purpose of this study was to explore the benefits of cooperative learning in weblog networks, focusing particularly on learning outcomes in college writing curriculum integrated with computer-mediated learning tool-weblog. The first section addressed the advantages of using weblogs in cooperative learning structure on teaching and learning. Attention then turned to issues of opportunities to participate in writing class. For the purpose of this study, the number and content of text contributions made by group members in the blogs including the online responses or asynchronous communication were analyzed. Results indicated that two thirds of learners agreed that using asynchronous communication improved the students' academic development. The benefits of cooperative learning within weblog networks in terms of learner autonomy, cooperative learning, and time management were then illustrated. Educator should stress on the emergence of the insights regarding how technology meets and supports the needs of students.  | [FULL TEXT]

Wang, Jenny; Fang, Yuehchiu; Lai, Shu Chuan (2005).  Integrating Computers in the English Language Arts Classroom based on Vygotsky's Theory  [Online Submission, Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications (2005)] 

This study is to elaborate the implementation of computer and Vygotskian view of learning in an effort to explore how to properly integrate computers into the curriculum development for English language arts classroom and maximize each child's learning potential. With computers as natural tools for learning in a setting of collaborative learning environment, young children could gain the ability to carry out specific tasks that replicate real-life experiences. Through the use of computer tool and the local environment in which contains dialectical interaction relationship among peers and instructors, children effectively developed their language proficiencies and computer could be particularly useful tools for enhancing social and language skills. Classroom observation, checklist, and questionnaire were conducted to determine the study purpose. Based on the positive findings, the combination of instructional strategies is continued.  [In: Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2005 (pp. 2153-2157). Chesapeake, WA: AACE.] | [FULL TEXT]

Wang, Jenny; Wu, Emily (2004).  Recommendations for Reducing Dropout from Distance Education Courses  [Online Submission, Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Chesapeake, VA, 2004)] 

The purpose of this study was to identify the significant characteristics of distance education students who have dropped-out or continuously and successfully progressed in the distance education program at the NOU of Taiwan. The major focus was based on the found factors which might relate to the students' decisions for dropping out or staying in the distance education program to establish a set of strategies to reduce dropout from distance education courses. The participants in the study were undergraduate students who originally enrolled in the distance education undergraduate program at the National Open University of Taiwan. The instrument used in this research was a mailed questionnaire for investigating the factors of dropout or retention for distance education students, demographic variables, goal commitment, social integration, and academic integration. Results indicated that the factors of external attribution, intrinsic motivation, and students' perceptions of distance learning showed significant relationships with students' decisions of dropout or retention. Based on the findings, the researcher made certain recommendations to institutions for reducing student's dropout rates from distance education courses. | [FULL TEXT]

Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C. (2006).  Learning Styles and Formative Assessment Strategy: Enhancing Student Achievement in Web-Based Learning  Journal of Computer Assisted Learning, 22, 3. 

The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre- and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Web-based learning environment. However, there is no interaction between these two factors. A "post hoc" comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a "Diverger" learning style performed best followed by, "Assimilator", "Accommodator", and "Converger", respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA.

Wang, Kening; Mulvenon, Sean W.; Stegman, Charles; Anderson, Travis (2008).  A Web-Based Interactive Mapping System of State Wide School Performance: Integrating Google Maps API Technology into Educational Achievement Data  Journal of Educational Technology Systems, 36, 1. 

Google Maps API (Application Programming Interface), released in late June 2005 by Google, is an amazing technology that allows users to embed Google Maps in their own Web pages with JavaScript. Google Maps API has accelerated the development of new Google Maps based applications. This article reports a Web-based interactive mapping system building with Google Maps API, to map all Arkansas public schools and linking the school on the Google map with its longitudinal educational achievement database. The goal of this system is to disseminate the longitudinal statistical summaries of school performance produced by experts with the school geographical information to public users. Educators can use this interactive mapping system for local educational research, and for analyses of school improvement through accessing the longitudinal educational achievement data. Parents can use this system to get information for deciding which school would provide the best educational environment, so that they can choose the best and nearest school for their children.

Wang, Kun Te; Huang, Yueh-Min; Jeng, Yu-Lin; Wang, Tzone-I (2008).  A Blog-Based Dynamic Learning Map  Computers & Education, 51, 1. 

Problem-based learning is a goal directed and constructive process for learners. When meeting problems, learners usually force themselves to form work groups in order to find a solution. Currently, blogs are becoming more popular and in fact has formed a community wherein people can share their learning experiences with others. Many pedagogical applications have adopted what are posted in the community for supplementary learning. Integrating blogs in an intelligent tutoring system means that learners can better regulate and enhance their own learning. In this study, a novel learning device, a blog-based dynamic learning map, which employs both information retrieval and automated scheduling techniques, is designed to provide useful blog articles to help learning. The relevant articles in blogs are used to promote learner engagement in their interactions with the learning map and hence achieve their goals more easily. An experimental course has been implemented and the results show that learners make use of the blog-based learning aid in a very positive way and can eventually cross the specified threshold in a test. The proposed approach can encapsulate the dynamic learning principles in cohesive and supportive ways. Thus it can lead learners to gain useful supplementary materials, shorten the learning time and offering expanded alternative viewpoints to use in the solution of assigned problems. Our results show that both the learners and lectures are very positive to the design of our blog-based dynamic learning map.

Wang, Li (2005).  The Advantages of Using Technology in Second Language Education: Technology Integration in Foreign Language Teaching Demonstrates the Shift from a Behavioral to a Constructivist Learning Approach  T.H.E. Journal, 32, 10. 

With the advent of networked computers and Internet technology, computer-based instruction has been widely used in language classrooms throughout the United States. Computer technologies have dramatically changed the way people gather information, conduct research and communicate with others worldwide. Considering the tremendous startup expenses, copyright issues, objectionable materials and other potential disadvantages of technology, much research has been conducted regarding the effectiveness of, and better strategies for, technology integration. Taking the characteristics of language learning into account, this article helps answer two important questions: Do we need technology in language classrooms? And what kinds of services do computer technologies provide for these classrooms?

Wang, Li; Speaker, Richard (2002).  Investigating Education Faculty's Perspectives of Their Experiences in a Technology Project: Issues and Problems Related to Technology Integration. 

The International Society for Technology in Education (ISTE) (1999) stated it is important to study models that are making effective use and integration of technology in teacher education on an ongoing basis. The purpose of this study is to respond to this need by portraying three education faculty members after they experienced a federally funded technology-based project. Their practices, beliefs, and experiences are the focus of this study. Findings include: (1) the range of previous experiences with technology varies dramatically, but all participants have used some computers for personal and professional tasks; (2) although actively learning to integrate technology and seeing positive impacts on their students, they do not believe that technology is the only tool for effective instruction; and (3) gender, age, social networking, access to current hardware and access to technical support remain issues needing consideration in the design of technology implementation in higher education settings. | [FULL TEXT]

Wang, Ling (2008).  Developing and Evaluating an Interactive Multimedia Instructional Tool: Learning Outcomes and User Experiences of Optometry Students  Journal of Educational Multimedia and Hypermedia, 17, 1. 

This study developed an interactive multimedia-based software program for Optics instruction, which was expected to overcome the imperfection of traditional optical labs. The researcher evaluated the effectiveness of the program through an experimental study that compared the learning outcomes of the students who used and did not use the software. The results showed that the program is as effective as the traditional Optics labs. The researcher also investigated the users' perceptions of the experiences with the program. The advantages and challenges were both discussed. More importantly, the study provided valuable recommendations for educators if they see the potential of adopting this program in their instruction. (Contains 4 tables. Virtual Labs Evaluation Form is appended.]

Wang, Ling; Ertmer, Peggy A. (2003).  Impact of Vicarious Learning Experiences and Goal Setting on Preservice Teachers' Self-Efficacy for Technology Integration: A Pilot Study. 

This pilot study was designed to explore how vicarious learning experiences and goal setting influence preservice teachers' self-efficacy for integrating technology into the classroom. Twenty undergraduate students who were enrolled in an introductory educational technology course at a large midwestern university participated and were assigned into four conditions (three experimental and one control). Vicarious experiences for technology integration were presented to the students using an instructional CD-ROM, VisionQuest. Students were grouped into vicarious experience with or without learning goals, learning goals only presented, and a control group of neither vicarious experience or learning goals. Results show significant treatment effects of vicarious experiences and goal setting on participants' judgments of self-efficacy for technology integration. A significant interaction effect was not observed, possibly due to small sample sizes. The survey is attached.   | [FULL TEXT]

Wang, Minjuan (2007).  Designing Online Courses that Effectively Engage Learners from Diverse Cultural Backgrounds  British Journal of Educational Technology, 38, 2. 

This study examines the effect of an important cultural dimension--power distance index (PDI)--on learners' perceptions of their online learning experiences. PDI refers to the degree to which a learner's response to another individual in a learning setting is inhibited or otherwise negatively altered when the other individual holds a position that is superior or inferior to the learner's own position. This study aims to generate guidelines for better design and facilitation of online courses that can effectively engage all students in the learning process. Research findings are particularly relevant to researchers and practitioners who are interested in the cultural aspects of online learning. This study contributes to the current knowledge base about designing effective online courses and about practicing culturally responsive teaching in an online setting.

Wang, Minjuan; Laffey, James; Poole, Melissa J. (2001).  The Construction of Shared Knowledge in an Internet-based Shared Environment for Expeditions (iExpeditions).  International Journal of Educational Technology, 2, 2. 

Investigates how participants (39 teenagers and 10 college-age online mentors) interacted and constructed shared knowledge of concepts, goals, tasks, procedures, and solutions when solving a real-world problem in an Internet-mediated project-based learning environment (iExpeditions). The main focus of the study was on how different patterns of participant interaction contributed to the social construction of shared knowledge.

Wang, Minjuan; Laffey, Jim; Wangemann, Paul; Harris, Carl; Tupper, Tom (2000).  How Do Youth and Mentors Experience Project-Based Learning in the Internet-Based Shared Environment for Expeditions (iExpeditions). 

The Internet-Based Shared Environment for Expeditions (iExpeditions) is both a development effort of the Center for Technology Innovations in Education, University of Missouri, Columbia, and a research project conducted in partnership with Motorola, Inc. and a researcher at Brigham Young University (Utah). The project seeks to develop and understand the use of computer-supported collaborative learning (CSCL) technologies for supporting distributed learning communities via the World Wide Web. In the expedition examined, participants were challenged to come up with solutions on how to design, develop, and market wireless communication for cars, providing drivers with personalized information, messaging, entertainment, and location-specific travel and security services. Participants conducted their activities through a Web site providing a coordinated set of CSCL tools facilitating communication, information access, collaboration, and knowledge representation. Participants were 45 youth (children of Motorola employees) from 13 to 17 years old. Research questions addressed the learning experiences of participants, the teaching experiences of online mentors, and the function of the CSCL tools. Data were collected through online non-participant observation, electronic surveys, questionnaires, interviews, chat room observation, transcripts of forum entries, and project artifacts collection. Results show that substantial associations exist among youths' attributions, interest and participation, and team functioning. Contains 21 references. | [FULL TEXT]

Wang, Qiyun; Nieveen, Nienke; van den Akker, Jan (2007).  Designing a Computer Support System for Multimedia Curriculum Development in Shanghai  Educational Technology Research and Development, 55, 3. 

The CASCADE-MUCH system was designed to help teacher-designers in Shanghai, China with the development of instructional scenarios for multimedia curricula. After four rounds of prototyping, a summative evaluation was carried out to assess practicality. Results showed that the system was practical for the intended target users in Shanghai and also had potential for users in other contexts. The purpose of this article is to present the design process of the CASCADE-MUCH program and discuss how the evolutionary prototyping approach improved program quality and contributed to the designer's knowledge growth.

Wang, Qiyun; Woo, Huay Lit (2007).  Comparing Asynchronous Online Discussions and Face-to-Face Discussions in a Classroom Setting  British Journal of Educational Technology, 38, 2. 

The purpose of this study is to investigate the perceived differences between asynchronous online discussions and face-to-face discussions in a classroom setting. The students' reflections were analysed by following a qualitative research approach. The results showed that atmosphere, response, efficiency, interactivity and communication were the top five themes that differ between asynchronous online and face-to-face discussions. Implications for designing asynchronous online and face-to-face discussions are discussed.

Wang, Shiang-Kwei; Reeves, Thomas C. (2006).  The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course  Educational Technology Research and Development, 54, 6. 

Collaborating closely with a 10th-grade science teacher, we designed a Web-based learning environment (Web-LE) to improve student motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher's 10th-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved student motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions for future research.

Wang, Shiang-Kwei; Yang, Chiachi (2005).  The Interface Design and the Usability Testing of a Fossilization Web-Based Learning Environment  Journal of Science Education and Technology, 14, 3. 

This article describes practical issues related to the design and the development of a Web-Based Learning Environment (Web-LE) for high school students. The purpose of the Fossilization Web-LE was to help students understand the process of fossilization, which is a complex phenomenon and is affected by many factors. The instructional design team faced the challenge of designing an environment that could enable its users to construct knowledge actively by manipulating the various variables of organisms, ecological systems, and physical burials. An effective user interface is essential to the enabling of students who try to explore knowledge presented in the learning environment and who, in monitoring their own learning progress, hope to avoid overwhelmingly complicated content. The analyses of both the interaction of learning activities and the design of system functions are discussed. In addition, a usability test was conducted so that the effectiveness of the interface design could be examined. The findings reveal that target users are satisfied with the usability of the Fossilization Web-LE and consider use of the user interface to be easy. At the end, several practical applications in the design of instructional software's user interface are suggested.

Wang, Shu-Ling; Lin, Sunny S. J. (2007).  The Application of Social Cognitive Theory to Web-Based Learning through NetPorts  British Journal of Educational Technology, 38, 4. 

Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web-based self-regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences. This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self-regulated learning, and also applied this model to the development of the "NetPorts" web-based learning system. "NetPorts," in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web-based findings support the social cognitive view of self-regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web-based learning environment. These findings also further validate the application of the social cognitive model to Web-based learning through the "NetPorts."

Wang, Tsui-Ying; Huang, Ho-Chuan; Huang, Hsiu-Shuang (2006).  Design and Implementation of Cancellation Tasks for Visual Search Strategies and Visual Attention in School Children  Computers and Education, 47, 1. 

We propose a computer-assisted cancellation test system (CACTS) to understand the visual attention performance and visual search strategies in school children. The main aim of this paper is to present our design and development of the CACTS and demonstrate some ways in which computer techniques can allow the educator not only to obtain more detailed information of visual search strategies but also to identify the problems of visual attention in school children. We have built a system that utilizes a graphic tablet connected to a PC to monitor the trace of visual search paths as well as the accuracy of visual search responses in school children during the test administration. The preliminary results show that there were no significant difference in correctness between sex, test layouts, and search patterns, except for the performance on different test forms (symbol vs. Chinese radical). The related factors that affect visual search behavior are also discussed.

Wang, Tzu-Hua (2007).  What Strategies are Effective for Formative Assessment in an E-Learning Environment?  Journal of Computer Assisted Learning, 23, 3. 

The web-based formative assessment developed in this research is named Formative Assessment Module of the Web-based Assessment and Test Analysis System (FAM-WATA). FAM-WATA is a multiple-choice web-based formative assessment module containing six effective strategies: 'repeat the test', 'correct answers are not given', 'query scores', 'ask questions', 'monitor answering history', and 'all pass and then reward'. This research explored the effectiveness of FAM-WATA, cognitive styles and e-learning, and student attitudes towards the six strategies of FAM-WATA. A total of 503 seventh-grade students in central Taiwan were valid in this research. Overall results indicated that students displayed a positive attitude towards the six strategies of FAM-WATA. In addition, results also showed that students in an e-learning environment equipped with FAM-WATA achieved better learning effectiveness, and that field independent students appeared to make better use of FAM-WATA strategies than field dependent students. This research concluded that FAM-WATA benefited student learning in an e-learning environment.

Wang, Tzu-Hua; Wang, Wei-Lung; Wang, Kuo-Hua; Huang, Shih-Chieh (2003).  Using Hi-FAME (High Feedback-Assessment-Multimedia-Environment) Instructional Model in WBI: A Case Study for Biology Teacher Education. 

The study attempted to adapt two web tools, FFS system (Frontpage Feedback System) and WATA system (Web-based Assessment and Test Analysis System), to construct a Hi-FAME (High Feedback-Assessment-Multimedia-Environment) Model in WBI (Web-based Instruction) to facilitate pre-service teacher training. Participants were 30 junior pre-service teachers. Each participant was asked to use the Hi-FAME Model to design a website for a CK (content knowledge) WBI. The Hi-FAME Model utilized the WATA system to administrate a formative assessment and to construct reflective questions regarding use of the FFS system in WBI. After two months and fourteen topics of CK the WBI was completed. Findings were: (1) Participants liked to use the WATA formative assessment. The relationship between'Number of uses of WATA formative assessment' and 'Mid-term examination scores' was significant (Pearson=.37, p

Wang, Xiaoping; Wang, Tingyu; Ye, Renmin (2002).  Usage of Instructional Materials in High Schools: Analyses of NELS Data. 

Based on the recommendations of previous research, this study discusses and analyzes the usage of technology and instructional materials in a broad level in the United States. The National Education Longitudinal Study: 1988-96 (NELS88) is a longitudinal study of the 1988 eighth graders by the National Center for Education Statistics (NCES). The same students from the 1988 grade sample have been followed up on every two years. Each student and his/her two teachers responded to the surveys designed by the NCES. The study presented in this paper used the first follow-up (tenth grade) student and teacher data files, and selected 53 items as independent and dependent variables. A total of 15,667 tenth grade students were selected from the first follow-up of NELS88 with their 22,646 teachers (8,572 reading, 4,075 history, 4,023 math, and 5,976 science teachers). All students and teachers who had available variables and achievement scores were included, and the student sample represented all tenth grade students throughout the United States by using weighting method. Results are discussed in terms of the frequency of teachers using instructional materials; comparison of teachers' usage of instructional materials by gender, teaching area, and ethnicity; teachers' academic degree, teaching experience and usage of instructional materials; and uses of instructional materials and student achievement. Seven tables and three figures present findings. | [FULL TEXT]

Wang, Xuefei (2006).  Evaluating a Web-Based Listening Programme for Chinese University Non-English Majors  [Online Submission] 

With the development of information technology, computer-assisted language learning is becoming a trend in foreign language teaching environment. It is argued that characterized by the universal availability of authentic materials, the multimedia capability and the nonlinear (hypermedia) structure of the information, the World Wide Web have the potential to enhance language learning. This paper evaluates a web-based listening programme in terms of language learning potential, learner fit, authenticity and impact. It concludes with the appropriateness of the tasks designed in this programme. | [FULL TEXT]

Wang, Yan; Bai, Yongquan (2007).  A Corpus-Based Syntactic Study of Medical Research Article Titles  System: An International Journal of Educational Technology and Applied Linguistics, 35, 3. 

English titles of medical research articles (RAs) are of great importance, the quality of which can, to a certain degree, affect impact factors of the articles, because many readers will make a decision as to whether to read on after reading titles. However, the special genre has not been extensively studied to date. This paper is designed to reveal the syntactic structures used in English titles of medical RAs to meet one of the qualities of effective titles, conciseness or economy. A total of 417 titles from original articles published between July 2003 and July 2005 in the "New England Journal of Medicine" were thoroughly analyzed structurally. Nominal groups rather than other structures were widely used in the corpus, with a surprising frequency (99%) while the remaining titles (only 4) began with a gerund. Three types of nominal groups, including "uni-head", "bi-head" and "multi-head" nominal groups, and their subtypes were identified. Then, all the nominal groups were functionally analyzed in terms of both post-modifiers, including Prepositional Group, To-infinitive Clause, Past Participle and Present Participle, pre-modifiers. The study may be helpful for those concerned: medical researchers, practitioners and students, and English for medical purposes (EMP) teachers, researchers and students.

Wang, Yi-Shun (2007).  Development and Validation of a Mobile Computer Anxiety Scale  British Journal of Educational Technology, 38, 6. 

Although researchers have developed various scales for measuring users' computer anxiety or Internet anxiety, none of the literature has addressed the measurement of mobile computer anxiety (MCA). The purpose of this study is to develop and validate a multidimensional mobile computer anxiety scale (MCAS) based on previous research on computer anxiety and Internet anxiety. In this study, I introduce and define the construct of MCA, provide an empirical validation of the construct and its underlying dimensionality, develop a generic MCA scale with desirable psychometric properties and explore the scale's theoretical and practical applications. By analysing data from a sample of 287 respondents, this study proposes a 7-factor, 38-item MCAS. This empirically validated scale will be useful to researchers in developing and testing mobile learning (m-learning) theories, as well as to educators and m-learning managers in understanding an individual's MCA and in promoting the use of mobile computing and learning systems.

Wang, Yu-Mei (2002).  From Teacher-Centredness to Student-Centredness: Are Preservice Teachers Making the Conceptual Shift When Teaching in Information Age Classrooms?  Educational Media International, 39, 3-4. 

Discussion of computer integration in classrooms focuses on a study that investigated preservice teachers' perceptions of the teacher's role in classrooms with computers and in classrooms without computers, particularly regarding teacher-centered versus student-centered roles. Results indicated that technology was influencing preservice teachers' perceptions of the teacher's role in classrooms with computers.

Wang, Yu-Mei (2007).  Internet Uses in University Courses  International Journal on E-Learning, 6, 2. 

As educators in higher education are making efforts in improving the quality of teaching practices, the Internet is without a doubt a tool that holds great potential in assisting them in their efforts. Integrated into university courses, the Internet increases the interaction of student-to-instructor, student-to-student, student-to-material, and student-to-expert/practitioner. Are university professors taking advantage of the Internet as an effective teaching and learning tool? How pervasive is internet use in university courses? What are student perceptions of university professors' internet use in university classrooms? This study was designed to answer these questions.

Wang, Yu-mei; Chen, Der-Thanq (2003).  Catching the Wave: Online Learning in Higher Education in Guam.  Educational Technology, 43, 3. 

Presents an account of the diffusion of online learning at the University of Guam, beginning with the introduction of the Internet at the University and the kinds of opportunities and promises such a medium provides. Recommends a shared vision through collaborative efforts with the need for faculty training and readiness. Discusses the critical role of administrator support.

Wang, Yu-Mei; Chen, Victor Der-Thanq (2007).  Untangling the Confounding Perceptions Regarding the Stand Alone IT Course  Journal of Educational Technology Systems, 35, 2. 

The stand alone IT/computer course is the earliest IT training model in teacher education programs. This course model has been severely criticized and there has been a call to eliminate it from preservice teachers' IT training. Over the past decade, new IT initiatives were implemented to integrate the computer use throughout teacher training courses (integrated model) and to promote field-based IT training (field-based model). Overshadowed by new IT initiatives, confounding issues surrounding the stand alone IT course have seldom been brought to the forefront for discussion. The purpose of this article is to review, discuss, and clarify these confounding issues to help teacher educators make evidence-based decisions regarding the stand alone IT course. The authors of this article take the position that the three major IT training models (stand alone, integrated, and field-based) should be viewed as a learning continuum. Efforts should be placed on coordinating the three models so that they complement and support each other.

Wang, Yu-Mei; Patterson, Jerry (2006).  Learning to See Differently: Viewing Technology Diffusion in Teacher Education through the Lens of Organizational Change  Journal of Educational Technology Systems, 34, 1. 

While the discussion on the topic of technology diffusion in teacher education primarily centers on course design, program development, and faculty technology training, this article explores technology diffusion from the perspective of organizational change. Technology diffusion in teacher education is a multi-faceted task and, therefore, requires multi-dimensional approaches. Systemic technology diffusion involves a paradigm shift in thinking about organizational change. The balance of this article applies this paradigm shift to analyze some seemingly puzzling phenomena that has occurred in the technology diffusion process and, thus, to help leaders of IT change initiatives to increase the chances of successful implementation.

Wankel, Charles, Ed.; DeFillippi, Robert, Ed. (2003).  Educating Managers with Tomorrow's Technologies. Research in Management Education and Development Series. 

This volume demonstrates how technology is impacting management education and learning in a variety of educational contexts. Some of the issues and trends in management education addressed include: technotrends; web-based management learning; the changing nature of the web as a context for learning; online simulations; web-format case studies; e-portfolios; emphasizing human interaction; teaching soft management skills online; designing mobile learning for the wireless world; integrating enterprise resource planning (ERP) into business education; technology planning; and avoiding a dystopian future. The chapters are as follows: "Introduction: Emerging Technological Contexts of Management Learning" (Wankel, DeFillippi); "Educating Managers, Managing Education: Trends and Impacts of Tomorrow's Technologies" (Brussee et al.); "Learning and Teaching Management on the Web: What Do We Know?" (Arbaugh, Stelzer); "Online Simulations in Management Education about Information and Its Uses" (Rafaeli et al.); "Innovations in Web-Format Case Teaching: Leveraging Dynamic Information" (Clark); "Electronic Student Portfolios in Management Education" (Chappell, Schermerhorn Jr.); "The Place and Space Model of Distributed Learning: Enriching the Corporate e-Learning Model" (Gallagher); "Interpersonal Communication Training with Tomorrow's Technologies" (Henninger, Weingandt); "Mobile Scenarios: Supporting Collaborative Learning Among Mobile Workers: (Lundin, Nulden); " Global Management Education: The Case of ERP Enabled Business School Programs" (Reisel, Watson); "From Vision to Reality: A Model for Bringing Real-World Technology to the Management Education Classroom" (Hamlin et al.). Chapters contain substantial references.

Wanzek, Jeanne; Vaughn, Sharon; Wexler, Jade; Swanson, Elizabeth A.; Edmonds, Meghan; Kim, Ae-Hwa (2006).  A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students with LD  Journal of Learning Disabilities, 39, 6. 

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.

Warburton, Edward C.; Chen, Xianglei; Bradburn, Ellen M. (2002).  Teaching with Technology: Use of Telecommunications Technology by Postsecondary Instructional Faculty and Staff in Fall 1998. Statistical Analysis Report. 

This study examined the access to and use of electronic mail (e-mail) and the Internet by postsecondary instructional faculty and staff. Findings are based on a nationally representative sample of instructional faculty and staff who taught one or more classes for credit in the fall term of 1998. These data originate in the 1999 National Study of Postsecondary Faculty (NSOPF:99), a survey with a core sample of 882,00 faculty and staff members. In fall 1998, 97% of full-time instructional faculty and staff who taught classes for credit at degree-granting institutions had access to the Internet. A large majority of part-time faculty and staff also had access to the Internet. About 46% of full-time faculty and 41% of part-time faculty who taught classes for credit at doctoral-granting institutions rated their institutions quality of computing as good. Access to the Internet was widespread for postsecondary faculty and staff, but use of e-mail to communicate with students in classes was relatively lower for full-time faculty (69%) and part-time faculty (46%). Overall, the findings of this study indicate increasing integration of telecommunications technology in postsecondary settings, but the study did show wide differences between full- and part-time faculty in access to and use of telecommunications technologies. Those faculty and staff members who had access to the Internet and e-mail at home and at work were more likely to use e-mail and course-specific Web sites than those who had access only at home or only at work. Findings also show the type of institution to be a key factor in the use of e-mail and the Internet. Appendixes contain a glossary and technical notes. | [FULL TEXT]

Warburton, Jean; Campbell, Robert (2001).  Finding the Poetic in a Technological World: Integrating Poetry and Computer Technology in a Teacher Education Program.  Journal of Technology and Teacher Education, 9, 4. 

Describes projects in a teacher education program that involved two courses, one an introduction to the role of literature in teaching elementary school language arts, and the other an introduction to educational technology. Focuses on creating an interest in poetry, using poetic forms, and how students can use technology to explore poetry.

Ward, J. P. (2007).  Experimental Mathematics in the Curriculum (Part 2)  Teaching Mathematics and Its Applications: An International Journal of the IMA, 26, 1. 

In part 1 of this work we showed how modern mathematical research could, with a suitably chosen problem, be included in the first year curriculum of undergraduate mathematicians. With the use of Computer Algebra Systems, even the average undergraduate mathematician can aspire to discover interesting yet still unexplained behaviour in many areas of mathematics. Of course, interesting results still need a true expert to furnish proofs. This article continues the exploration of the so-called Buffon puzzle and demonstrates how it can be made accessible to undergraduates. Part 1 dealt with material delivered in lectures 1-12. In part 2, we describe work that can be carried out in lectures 13-24. [For Part I, see EJ759854.]

Ward, Monica (2006).  Using Software Design Methods in CALL  Computer Assisted Language Learning, 19, 2-3. 

The phrase "software design" is not one that arouses the interest of many CALL practitioners, particularly those from a humanities background. However, software design essentials are simply logical ways of going about designing a system. The fundamentals include modularity, anticipation of change, generality and an incremental approach. While CALL researchers and developers might consider software design as something that is required for large-scale projects, it is relevant and useful for all types of projects. Colpaert's CALL design model incorporates software design principles and has a particular focus on CALL. This article reviews software design principles and their relevance in CALL. It focuses on how Colpaert's model can be applied in a real-world situation. One key feature is the importance of involving users (and especially teachers in the CALL context) in the design process. Although this can be challenging for the designer and the design-novice teacher, it is an essential component in successful CALL projects. This article aims to demonstrate that software design principles are not just lofty ideas but guidelines that can be used in a practical and pragmatic approach to CALL research and development. Those in the CALL world who come from a software engineering background can contribute to CALL by making software design principles more accessible to CALL practitioners, while those from other backgrounds can contribute by trying to understand and implement these concepts. This article aims to show less-technically oriented CALL practitioners the benefits of using software design principles in their work and, even if they do not manage to implement all of them, these principles can be used as a good and reliable model to follow.

Ward, Robin E.; Lee, William D. (2006).  Understanding the Periodic Table of Elements via Iconic Mapping and Sequential Diagramming: The Roundhouse Strategy  Science Activities: Classroom Projects and Curriculum Ideas, 42 n4 p11-15, 17-19 Win 2006. 

Roundhouse is a visually creative information-processing tool (J. E. Trowbridge and J. H. Wandersee 1998). The procedure requires learners to construct knowledge using "mindful" connections to replace less effective practices of memorizing fragmented information. Students create observable organization schemes of related ideas and icons in a logical sequence.

Warda, Rosevita (2005).  Research Based Tutoring of English Spelling. White Paper  [Online Submission] 

This White Paper examines the components that determine effective instruction and tutoring in English spelling, based on current scientific research and experience gained in field testing while developing an innovative educational technology. Basis for the findings were repeated field studies conducted in small groups with students grade 3 and higher (up to college level). The goal was to isolate the components that were a) effective and b) kept learning interesting and challenging. Students and teachers were completing evaluation forms that contained both the opportunity to rate certain program aspects on a scale from 1-5, and included a feedback box for ideas "outside of the box." The evaluation was concluded by interviewing parents and teachers on their experience with the traditional learning approach (spelling word lists and spelling computer games). Their feedback was found to be coherent with accepted brain and pedagogic research, and is summarized in easily accessible format as seven aspects of successful spelling tutoring. The document reflects further on the current bias in society regarding spelling that originates from our pedagogic past and from teaching spelling in rote, authoritarian ways. It further lists evidence that an overall decline in spelling ability and word knowledge is affecting the literacy levels in the nation, alarming policy makers and employers. The paper introduces the Internet as a new way to provide targeted tutoring by replacing the common study-test approach with a much more individualized and effective test-study-test approach, where students are able to focus all of their attention on knowledge they do not yet have. Learning with such a tutoring concept is up to six times more efficient that traditional methods. The report contains a table comparing the new development with traditional methods of teaching, and an extensive bibliography on the research. | [FULL TEXT]

Ware, Jean; Thorpe, Peter (2007).  Assessing and Teaching Children at the Early Stages of Development: Combining Psychology and ICT--An Evaluation of a Short Inservice Course for Teachers of Pupils with PMLD  Support for Learning, 22, 3. 

This paper reports findings from a follow-up evaluation of a short inservice course designed to enable teachers to assess and teach pupils with PMLD more effectively by combining the use of custom built ICT hardware and software (the Declan materials) and cognitive developmental psychology. The Declan materials were introduced to teachers at a short inservice course and all participants completed an evaluation form at the end of the course. Twelve months later participants took part in a telephone interview. Just under half of those interviewed were using the materials with pupils and were very positive about the impact of the materials on pupil progress. Those not using the materials were still positive about the course, but reported a number of barriers to use of the materials, including lack of confidence in setting up the hardware and software, lack of other resources, and classroom organizational issues.

Ware, Paige D. (2006).  From Sharing Time to Showtime! Valuing Diverse Venues for Storytelling in Technology-Rich Classrooms  Language Arts, 84, 1. 

This paper presents two nine-year-old children who used different oral, written, visual, and digital modes as resources to create meaning and to position themselves socially through multimodal stories. Their diverging experiences with technology as a resource for storytelling draw attention to the importance of studying "the ways that old and new ideas [about literacy] merge and clash across contexts". Furthermore, their experiences help researchers and teachers understand the social purposes and dynamics of storytelling in a technology-rich classroom.

Ware, Paige D.; Warschauer, Mark (2005).  Hybrid Literacy Texts and Practices in Technology-Intensive Environments  International Journal of Educational Research, 43, 7-8. 

US youths' lives are increasingly divided between the academic requirements of school and immersion in new media and culture outside school. Educators can help bridge in-school and out-of-school literacy practices by encouraging students to engage with hybrid texts that draw on multiple modes of representation. In this paper, we analyze the "disconnect" between academic literacy and new media, discuss the concept of hybridity as a way to bridge it, and provide a linguistically grounded analysis of students' hybrids texts and practices in two technology-intensive learning environments: a digital storytelling project in an after-school university-community collaborative and a one-to-one laptop program in an urban school district.

Warger, Thomas, Ed. (2001).  The EDUTECH Report, 2000-2001. 

This document consists of 12 issues, an entire volume year, of the EDUTECH Report. The newsletter's purpose is to alert faculty and administrators to issues in educational technology. Each issue contains two feature articles, a page of news briefs, a preview of the upcoming issue, and a question and answer column. Most issues also contain brief quotations on education technology topics. The following cover articles appeared from April 2000-March 2001: (1) "Connected Learning"; (2) "How Ya Gonna Keep 'Em at Dot Edu after They've Seen Dot Com? Hiring and Keeping IT Staff" (Howard Strauss); (3) "Reorganizing IT for the Future: Doing It Ourselves" (Dagrun Bennett); (4) "The Ecology of Computing Services" (Michael Roy); (5) "Hot Issues 2000-2001"; (6) "Information Technology in the Consortium Setting"; (7) "IT Decision Making Really Is Different"; (8) "Preparing Technical Instructors through Multiple Delivery Systems" (Chris Zirkle); (9) "From Inside the Library: A Perspective on IT"; (10) "Bringing the Subject of IT into the Curriculum"; and (11) "Technology and Unrest in Educational Institutions." | [FULL TEXT]

Warger, Thomas, Ed. (2002).  The EDUTECH Report, 2001-2002. 

This document consists of 12 issues of the "EDUTECH Report." The newsletter's purpose is to alert faculty and administrators to issues in educational technology. Each issue contains two feature articles, a page of news briefs, and a question and answer column. Issues also contain brief quotations on education technology topics. The following cover articles appeared between April 2001 and March 2002: "Digits and Paper"; "Knowing Your Techies"; "Perspectives on Privacy in Campus IT"; "Making Better IT Decisions"; "We Have All Our Courses Online. Now What?"; "Hot Issues 2001-2002: Making Headway"; "Network Trouble"; "Does the Medium Matter?"; "Technology in the Library"; "Faculty Development and Information Technology"; "Behind the Portal"; and "The Origins of IT Policy." | [FULL TEXT]

Warger, Thomas, Ed. (2003).  The EDUTECH Report, 2002-2003. 

This document consists of 12 issues, an entire volume year, of "The EDUTECH Report." The newsletter's purpose is to alert faculty and administrators to issues in educational technology. Each issue contains two feature articles, a page of news briefs, and a question and answer column. Most issues also contain brief quotations on education technology topics. The following cover articles appeared from April 2002-March 2003: "The Pros and Cons of IT Grants"; "The Open-Source Movement"; "Assessing IT Investment"; "Winning the Faculty"; "If Information Technology Reports to You"; "Hot Issues 2002: The High and the Low"; "The Campus Gray Market in Information Technology"; "Reducing Costs"; "All Those Systems"; Learning from SEVIS [Student and Exchange Visitor Information System]";"Information as Product and Property"; and "Campus Partnerships for IT." | [FULL TEXT]

Wargo, Edwin (2006).  No Data Left Behind  Learning and Leading with Technology, 33, 5. 

If technology can affect student learning, shouldn't it be considered in making decisions? Data-driven decision making models include data from curriculum, instruction, test scores, lunch programs, budgets, and transportation. None of the current models include anything about technology. The challenge with any type of data-driven decision making process is threefold: collecting the information, finding what set of filters (questions) need to be created, and ensuring the filtered information is understandable and meaningful. The key to making it meaningful is filtering it specifically for the person viewing it. Questions need to be formed about which data is important. The reported data (or answers) can be used for all school stakeholders to make decisions. Because filtering is the bridge from the technical to the meaningful, the author begins with it. Ed Tech data can be filtered and ultimately made meaningful. Once the answers are provided, this data can be used like any other data to make decisions. The decisions include curriculum, instruction, learning, and assessment.  | [FULL TEXT]

Warlick, David (2001).  On My Mind: Pay It Forward with Professional Development, Not High-Stakes Testing.  Knowledge Quest, 30, 1. 

Suggests that professional planning, not high-stakes testing, "an Industrial Age solution to an Information Age problem," is the key to education's future. Proposes that the day for school library media specialists and teachers should be equally divided between teaching and professional planning-four hours of instructional supervision and four hours of supported professional planning time.

Warlick, David (2004).  Textbooks of the Future: It's Time the Textbook Industry Redefined What They Do and How They Do It  Technology & Learning, 24, 10. 

That students will eventually use computers in place of traditional textbooks is almost certain. Just watch the eight-year-old children at your local elementary school pulling their backpacks (now on wheels). Will the digital textbook become more than a CD-ROM of the print version? First, like most other education technologies, it will be an adaptation of business or entertainment technology. More than anything else, it will probably resemble today's Tablet PC. It will be carried into the classroom under our arms or in small book bags. There are other physical aspects that might be explored about what digital textbooks will look like, but the more interesting question is "How might the concept of the textbook change, if it becomes digital?" This question assumes that the textbook is still an evolving tool. This is an interesting issue, as it exposes a wide variety of new possibilities in learning experiences for students. In order to examine these possibilities, the author targets three qualities of networked digital information that are uniquely compelling for teaching and learning. They are: (1) Digital Information Is Rich and Interactive; (2) Digital Information Is Interconnected; and (3) Digital Information Can Be Expressed Compellingly. The author also asks if teachers are beginning to construct the online digital textbook for their students, might there be some value in asking students to assemble their own textbooks? Is there some relevance in the 21st century to make students producers of their learning resources rather than mere consumers?

Warlick, David (2004).  Setting the Stage: A Future Fiction  Library Media Connection, 22, 6. 

A work of fiction is presented, which shows the schools of the future. The changes regarding the school, which is based in the year 2014 that are shown in the story may be possible in real life schools, as the latest technology is already available but the courage and vision may be preventing the changes from taking place immediately.

Warlick, David (2005).  Podcasting  Technology & Learning, 26, 2. 

Employing elements of both radio and blogging, podcasting has enormous potential for providing learning experiences for children. At its most basic level, podcasting involves a person (or team) recording an audio program and saving the program as an MP3 file then uploading the file to the Internet and placing a link to the file in a Weblog. The Weblog includes an RSS feed, and listeners subscribe to the podcast program by adding the RSS feed to their aggregator (iTunes, iPodder, or others), resulting in audio automatically being downloaded into their computers' media players and mobile MP3 players (for example, iPods) as the podcasts are published. Essentially, there's nothing new about podcasting--it's simply another source for compelling content. But it's also a new opportunity to make students better learners by turning them into teachers.

Warlick, David (2006).  A Day in the Life of Web 2.0  Technology & Learning, 27, 3. 

This article is an extended description of a hypothetical school in which student, teacher, media, and administrative activities are all linked together through the use of Web 2.0 technologies, from classroom wikis to text messaging. Through this description, the author conveys an image of how the multimedia tools of Web 2.0 may eventually change the face of education, transforming and expanding the learning experience for everyone involved.

Warn, James (2006).  Plagiarism Software: No Magic Bullet!  Higher Education Research and Development, 25, 2. 

The ready availability of Internet resources has made it easier than ever for students to plagiarize and many higher education institutions have resorted to checking essays with plagiarism detection software. Student behaviour is likely to change in response to this increased scrutiny but not necessarily in the desired direction. Internet technology facilitates a "cut and paste" assembly-line approach to essay writing that will persist despite the use of plagiarism software. It is predicted that students will resort to increased use of paraphrase in order to drop below the radar of the detection software. To illustrate this trend, samples of student essays are analysed and limitations of plagiarism software discussed. The paper concludes with suggestions for developing a coordinated institutional policy on plagiarism, and recommends that policy encompass training and educational initiatives to complement any enforcement strategy using plagiarism software.

Warner, Amy Conrad (2001).  An Urban University's Approach to Anywhere, Anytime Learning.  Metropolitan Universities: An International Forum, 12, 1. 

Describes distance learning at Indiana University Purdue University Indianapolis (IUPUI). The system uses a hybrid model involving face-to-face, mediated, synchronous, and asynchronous communication at on- and off-campus sites to create flexible and adaptable patterns. Asserts that the hybrid model offers advantages over a single mode, since teaching styles and content can vary with learner need, schedule, or preference.

Warner, David (2003).  Student Recommendations for Discussions Boards: Conclusions of Student Problems. 

This paper discusses comparisons of student comments and analysis of comments from a face-to-face course with Web-enhancements, a video-based, hybrid course with Web-enhancements and a Web-based course. In order to provide student problem-solving participants both individual and personal experiences (and attitudes) concerning the use of course discussion boards, an assignment was designed to teach students the fundamentals of discussion board use in combination with a course assignment. In all three course delivery formats (face-to-face, video-based/hybrid and Web-based), course materials and communication tools were provided, using the WebCT course management program. Results are summarized for each step in a five-step problem-solving process that is a variation of reflective thinking, including: defining the problem; analyzing the problem; determining criteria; generating solutions; and evaluating solutions. Suggestions are offered for maximizing student preparation, involvement, learning and satisfaction with a course discussion component. | [FULL TEXT]

Warner, Mark P. (2007).  Standing Tall: The Benefits of Standing Devices  Exceptional Parent, 37, 3. 

In the author's opinion as a pediatric physical therapist, with the exception of a wheelchair, there is no other piece of assistive technology that is more beneficial to children and adults with special needs than a standing device. Postural symmetry during standing and walking activities is extremely important for everyone. Very few children with special needs are able to sustain their body in a symmetrical standing posture for more than two or three minutes without support. A standing device allows children and adults with differing abilities to maintain a symmetrical standing posture for an extended period of time. This extended period of time allows the muscles to elongate and stretch, stimulating the new tissue growth needed to catch up to their bone growth. The other benefits are many and include: (1) increased bone density; (2) a more alert state; (3) increased cardio-pulmonary output; and (4) improved peer interaction. Children involved in standing programs have experienced other benefits such as regular bowel program, better head control, and more upper extremity function. It is especially important for adolescents to be involved in a standing program since their ambulation skills can begin to decrease as they get larger. At this age they are still growing and are at high risk for joint contractures. It does not matter what level of ability a child has; there are a wide variety of standers available that will meet or exceed a child's needs, no matter what age the child is. This article details the four basic types of standing devices available, and the abilities needed by the child for the best fit possible. Advice on funding is also offered. The author concludes by encouraging parents to seek the assistance of those who see the abilities of their special needs child rather than the disabilities.

Warner, Rebecca M. (2007).  Applied Statistics: From Bivariate through Multivariate Techniques [with CD-ROM]  [SAGE Publications (CA)] 

This book provides a clear introduction to widely used topics in bivariate and multivariate statistics, including multiple regression, discriminant analysis, MANOVA, factor analysis, and binary logistic regression. The approach is applied and does not require formal mathematics; equations are accompanied by verbal explanations. Students are asked to think about the meaning of equations. For example, "How do researchers' decisions about treatment dosage levels and sample size tend to influence the magnitude of t and F ratios?" Each chapter presents a complete empirical research example to illustrate the application of a specific method, such as multiple regression. Although SPSS examples are used throughout the book, the conceptual material will be helpful for users of different programs. Each chapter has a glossary and comprehension questions. The robust Instructor's Resource CD-ROM include datasets in SPSS and Excel; answers to all comprehension questions; Microsoft[R] PowerPoint[R] slides for each chapter; a listing of useful Web sites; and more. The book begins with a clear review and a fresh perspective on concepts including effect size, variance partitioning, and statistical control. Depending on student background and the level of the course, instructors can begin with chapters that review basic material, or they can begin with more advanced topics and use earlier chapters as supplemental review material. The book examines three-variable research situations in detail and teaches students how to think about statistical control, which is essential for comprehension of multivariate analyses. It includes a chapter on reliability, validity, and multiple item scales, and draws extensively on path models to illustrate theories about possible causal and noncausal associations among variables, beginning with simple three-variable research situations. Finally, the book utilizes graphics to explain concepts such as variance partitioning, statistical control, and factor rotation. The 13 chapters comprising this book are: (1) Review of Basic Concepts; (2)Introduction to SPSS: Basic Statistics, Sampling Error, and Confidence Intervals; (3) Statistical Significance Testing; (4) Preliminary Data Screening; (5) Comparing Group Means Using the Independent Samples t Test; (6) One-Way Between-Subjects Analysis of Variance; (7) Bivariate Pearson Correlation; (8) Alternative Correlation Coefficients; (9) Bivariate Regression; (10) Adding a Third Variable: Preliminary Exploratory Analyses; (11) Multiple Regression with Two Predictor Variables; (12) Dummy Predictor Variables and Interaction Terms in Multiple Regression; and (13) Factorial Analysis of Variance.

Warner, Scott A. (2006).  Keeping Joy in Technology Education  Technology Teacher, 65, 7. 

Keeping the joy in learning should be a priority of every school and every teacher. Technology educators have a long history of providing students with opportunities to experience the joy of learning and the joy of involvement with technology. This article examines the role that the emotion of joy can play in the general learning experience and how joy toward both learning and technology fits specifically into the technology education environment. In addition, some suggested guidelines are provided as to how to use joy as another tool in the technology teacher's pedagogical toolbox.

Warren, Louis L.; Holloman, Harold L., Jr. (2005).  On-Line Instruction: Are the Outcomes the Same?  Journal of Instructional Psychology, 32, 2. 

Institutions of higher education are offering more and more on-line courses to students. Do students receive the same quality of instruction with an on-line class as an on-campus class? Specifically, is there a difference in students' outcomes between a face-to-face class and on-line class? This study addresses that question by collecting and assessing data between students enrolled in the same course as it is delivered to one section face-to-face and another section on-line. The results of this study reveal that there are no significant differences in the students' outcomes between the two sections. These results support that the quality of on-line instruction is equal to face-to-face instruction. However, more research is needed to address issues related to on-line instruction.

Warschauer, Mark (2000).  Technology & School Reform: A View from Both Sides of the Tracks.  Education Policy Analysis Archives, 8, 4. 

Explored the relationships among technology, reform, and equality through quantitative studies at an elite private school and an impoverished public school. Although reforms appeared similar, underlying differences in resources and expectations reinforced patterns by which the two schools channel students into different futures.

Warschauer, Mark (2002).  Networking into Academic Discourse.  Journal of English for Academic Purposes, 1, 1. 

Examines the experiences of three instructors in Hawaii who have attempted to integrate online communication into their academic writing courses. Emphasizes that the underlying assumptions of what academic writing constitutes are fundamental in influencing how teachers integrate technology in the classroom.

Warschauer, Mark (2002).  A Developmental Perspective on Technology in Language Education.  TESOL Quarterly, 36, 3. 

Reports on a U.S.-funded language aid project in Egypt that trained Egyptian English-as-a-Second-Language instructors to integrate information technologies with language instruction. Argues that language and technology are both tools for individual and societal development.

Warschauer, Mark (2003).  The Allures and Illusions of Modernity: Technology and Educational Reform in Egypt.  Education Policy Analysis Archives, 11, 38. 

Examined a national educational technology effort in Egypt, illuminating the contradictions between the rhetoric of reform and the reality of school practices. Identifies underlying political, cultural, and economic factors that constrain attempts to improve Egyptian schooling with technology.

Warschauer, Mark (2006).  Going One-to-One  Educational Leadership, 63, 4. 

Schools across the country are experimenting with one-to-one laptop learning programs. The author's research team has studied 10 such schools--seven in California and three in Maine--and has found that laptop programs have great potential to help schools prepare students for the future. In this article, Warschauer warns that one-to-one laptop programs are not likely to immediately raise test scores, turn around troubled schools, or erase achievement gaps. But there are excellent reasons to start a laptop program, he asserts: Such programs promote 21st century learning skills; increase student engagement, improve student writing, promote deeper learning, and make it easier to integrate technology with instruction. Warschauer offers advice to schools that decide to implement a laptop program, including the following: put education goals first; remember total cost of ownership; practice creative financing; keep students on task; go slowly; and plan for evaluation.

Warschauer, Mark; Knobel, Michele; Stone, Leeann (2004).  Technology and Equity in Schooling: Deconstructing the Digital Divide  Educational Policy, 18, 4. 

This qualitative study compared the availability of, access to, and use of new technologies in a group of low- and high-socioeconomic status (SES) California high schools. Although student-computer ratios in the schools were similar, the social contexts of computer use differed, with low-SES schools affected by uneven human support networks, irregular home access to computers by students, and pressure to raise school test scores while addressing the needs of large numbers of English learners. These differences were expressed within three main patterns of technology access and use, labeled performativity, workability, and complexity, each of which shaped schools' efforts to deploy new technologies for academic preparation.

Winberg, T. Mikael; Berg, C. Anders R. (2007).  Students' Cognitive Focus during a Chemistry Laboratory Exercise: Effects of a Computer-Simulated Prelab  Journal of Research in Science Teaching, 44, 8. 

To enhance the learning outcomes achieved by students, learners undertook a computer-simulated activity based on an acid-base titration prior to a university-level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant teachers were used as indicators of cognitive focus. During the interviews, students' frequency and level of "spontaneous" use of chemical knowledge served as an indicator of knowledge usability. Results suggest that the simulation influenced students toward posing more theoretical questions during their laboratory work and, regardless of attitudes, exhibiting a more complex, correct use of chemistry knowledge in their interviews. A more relativistic student attitude toward learning was positively correlated with interview performance in both the control and treatment groups. The following are appended: (1) Scheme used for recording the frequency and character of student questions during laboratory work; (2) Interview Guide 1.

Winberg, T. Mikael; Hedman, Leif (2008).  Student Attitudes toward Learning, Level of Pre-Knowledge and Instruction Type in a Computer-Simulation: Effects on Flow Experiences and Perceived Learning Outcomes  Instructional Science: An International Journal of the Learning Sciences, 36, 4. 

Attitudes toward learning (ATL) have been shown to influence students' learning outcomes. However, there is a lack of knowledge about the ways in which the interaction between ATL, the learning situation, and the level of students' prior knowledge influence affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the impact of instruction format, level of prior knowledge and students' ATL on university-level students, with respect to flow experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was correlated with a perceived conceptual change and high levels of "Challenge," "Enjoyment," and "Concentration," but low sense of control during the exercise. Students who used the open instructions scored highly on the "Control flow" component, but their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did students' ATL or their pre-test results contribute strongly to students' flow experiences or their perceived learning in the two different learning situations.

Windelspecht, Michael (2001).  Technology in the Freshman Biology Classroom: Breaking the Dual Learning Curve.  American Biology Teacher, 63, 2. 

Introduces the Instructional Technology Project (ITP) which provides universal, 24 hours/7 days a week Internet access to both students and faculty and incorporates technology into the curriculum. Uses five different modules involving technology that include e-mail, electronic discussion board, CD-ROM and multimedia, internet browsers, and Microsoft PowerPoint.

Windham, Carie (2005).  Father Google and Mother IM: Confessions of a Net Gen Learner  EDUCAUSE Review, 40 n5 p43-44, 46. 

To bridge the technology cultural gap between many faculty and administrators and the youngest generation of college students, this author, a recent graduate, reveals what being a "Net Gener" really means and how that can translate to the classroom. She discusses what she considers the basic principles that guide the Net Generation: (1) Interaction; (2) Exploration; (3) Relevancy; (4) Multimedia; (5) Instruction; (6) IT Code of Conduct; and (7) Classroom Etiquette.

Windham, Carie (2007).  Confessions of a Podcast Junkie  EDUCAUSE Review, 42 n3 p51-52, 54. 

After becoming a podcasting convert, the author talked with other students at colleges and universities across North America about their iPod and MP3 use, their familiarity with podcasting, and how they see podcasting as part of the classroom. As more and more colleges and universities jump on board the podcasting bandwagon, it's vital that faculty and administrators keep revisiting podcasting, as a tool for teaching and learning, from the student's perspective. For the students at the University of Wisconsin-Madison, the University of British Columbia, Bentley College, Duke University, and DePaul University, a lack of familiarity with the content or the equipment was not a barrier to success.

Windhausen, John, Jr. (2008).  Big Broadband Connectivity in the United States  EDUCAUSE Review, 43 n3 p62-64, 66. 

The economic and social future of the United States depends on answering the growing demand for very high-speed broadband connectivity, a capability termed "big broadband." Failure to take on the challenge could lead to a decline in global competitiveness and an inability to educate students.

Windschitl, Mark; Sahl, Kurt (2002).  Tracing Teachers' Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture.  American Educational Research Journal, 39, 1. 

Using an ethnographic perspective, examined how three middle school teachers learned to use technology in the context of a laptop computer program. Shows how the laptops were a catalyst that enabled one participant, who had been dissatisfied with teacher-centered practices, to transform her classroom through collaborative student work and project-based learning.

Winer, Laura R.; Cooperstock, Jeremy (2002).  The "Intelligent Classroom": Changing Teaching and Learning with an Evolving Technological Environment.  Computers & Education, 38, 1-3. 

Describes the development and use of the Intelligent Classroom collaborative project at McGill University that explored technology use to improve teaching and learning. Explains the hardware and software installation that allows for the automated capture of audio, video, slides, and handwritten annotations during a live lecture, with subsequent student access through a Web browser.

Winicki-Landman, Greisy (2001).  Research of Original Geometric Concepts: Some Episodes from the Classroom.  International Journal of Mathematical Education in Science and Technology, 32, 5. 

Presents a learning experience based on students' mathematical research into original geometric concepts with the help of dynamic geometry software. Makes the case that mathematical definitions have an arbitrary character and that proof plays the role not only of verification, but of discovery and explanation.

Winkel, Brian (2008).  Fourier Series Optimization Opportunity  International Journal of Mathematical Education in Science and Technology, 39, 2. 

This note discusses the introduction of Fourier series as an immediate application of optimization of a function of more than one variable. Specifically, it is shown how the study of Fourier series can be motivated to enrich a multivariable calculus class. This is done through discovery learning and use of technology wherein students build the sine Fourier series for the simple function f(x) = x and then generalize to the nth term sine Fourier series for a general function, f(x). It is shown how the students can then explore the power of the Fourier series to represent functions.

Winn, William (2003).  Beyond Constructivism: A Return to Science-Based Research and Practice in Educational Technology.  Educational Technology, 43, 6. 

Explores what a return to a more theory-based scientific approach to education might mean for the study and practice of educational technology. Topics include science, technology, and constructivism; knowledge construction; how to deal with complexity; and roles of educational technology, including creating virtual learning environments and monitoring the dynamics of learning.

Winn, William (2006).  Functional Contextualism in Context: A Reply to Fox  Educational Technology Research and Development, 54, 1. 

In this article, the author presents Fox (2005) argument on functional contextualism and his assessment of the current conceptual frameworks in the field of instructional design and technology. The often unquestioning espousal of constructivism in the field of instructional design and technology has caused problems for a number of reasons. Fox draws one's attention to two of these: (a) a lack of theoretical clarity in a significant amount of constructivist writing; and (b) the failure among many educators to distinguish among the several varieties of constructivism. Fox's alternative view, "functional contextualism," has two distinct faces. Conceptually, it calls for a renewed focus on behavior and behaviorism, but in a new guise. Methodologically, it recommends a renewed emphasis on quantitative and experimental research. Fox offers a number of examples of what he believes are good uses of the new approach. In particular, he advocates relational frame theory (RFT). Insofar as RFT extends Skinnerian behaviorism to account for learning based on the relations among stimuli and the influence of the context in which the stimuli are encountered, not just the specific stimulus attributes, it is a useful advance. However, even those who developed RFT (including Fox) have acknowledged that its empirical grounding is weak and that there is little guidance about how to design interventions that embody its principles (Hayes et al., 2001, p. 28). RFT needs to mature a bit before instructional designers can decide how useful it will be for their work. However, the author argues that a more specific and viable frameworks are need to be established and developed. First is a cluster of theories that all fall under the rubic, "embodied cognition." Second is cognitive neuroscience and the third is the direct examination of student behavior in minute detail and at high temporal resolution.

Winn, William; Berninger, Virginia; Richards, Todd; Aylward, Elizabeth; Stock, Pat; Lee, Yen-Ling; Lovitt, Dan (2006).  Effects of Nonverbal Problem Solving Treatment on Skills for Externalizing Visual Representation in Upper Elementary Grade Students with and without Dyslexia  Journal of Educational Computing Research, 34, 4. 

Two groups of twelve dyslexic children and twelve good readers attended a two-week class during the summer following their enrollment in grades 4-6. The topic was the marine environment and focused on the adventures of an orca whale that had lost its family and needed the children's help. The children attended class for three hours each day, 45 minutes of which were devoted to working with a computer-based, interactive, three-dimensional simulation of the ocean. The rest of the time was spent on hands-on, problem-based, non-verbal classroom activities. Data obtained from logs of the children's activity using the computer, maps drawn on two occasions from memory, and brain activation obtained from fMRI before and after the class showed that the dyslexic children were as able to use the simulation and construct spatial mental models as the good readers. However, significant correlations among activation of areas of the brain associated with working memory were found during fMRI imaging for good readers performing a 2-back visual memory task, but not for dyslexics. Significant correlations were also found among time taken for dyslexics, but not good readers, to complete computer-based exercises and activation of area V5 while they performed tasks requiring visual decoding of pseudowords. These findings, which suggest that good readers and dyslexics might use their brains differently to reach similar levels of performance, were interpreted within cognitive and neurocognitive theories of learning.

Winne, Philip H. (2006).  How Software Technologies Can Improve Research on Learning and Bolster School Reform  Educational Psychologist, 41, 1. 

Realizing the promise of software technologies in education requires thinking differently about how software simultaneously can serve research and contribute to learning. This article examines 3 axioms underlying contemporary educational psychology: Learners construct knowledge, learners are agents, and data include lots of randomness. By drawing out corollaries of these axioms, this research uncovers significant challenges researchers face in using classical forms of experimental research to build a basis for school reform and for testing school reforms using randomized field trials. This article describes a software system, gStudy, that is designed to address these challenges by gathering finer grained data that better support theorizing about the processes of learning and self-regulated learning. This research illustrates how this can be realized and suggests 10 ways that using software like gStudy can help pull up research by its bootstraps and bolster searches for what works.

Winnips, Koos; Collis, Betty (2004).  Learning Productivity: A Case Analysis of the e-BOSNO Course for Manager Teams  British Journal of Educational Technology, 35, 4. 

Action learning in a workplace context, focused on projects relating to real business needs, is the basis of the management seminars offered by the BOSNO (in Dutch, BedrijfsOpleiding voor Samenwerkende Nederlandse Ondernemingen Company training for Dutch companies working in cooperation with each other) consortium in The Netherlands. In the seminars, managers from participating companies work in teams on multiple-step problem analysis and solution strategies, supported by workplace coaches. The teams also interact with each other so that peer learning is stimulated. To extend the BOSNO management seminar model in both depth and flexibility, a new approach called e-BOSNO was designed in which a web-based learning support environment played a critical role. This paper describes the e-BOSNO design process and gives results from the first cycle of e-BOSNO. The results showed the participants to be much more active and interactive than in previous e-BOSNO seminars, even though there were fewer face-to-face meetings. Workplace-oriented learning occurred and was shared in a way which makes it available for reuse in subsequent e-BOSNO seminars.

Winograd, David (2003).  The Roles, Functions and Skills of Moderators of Online Educational Computer Conferences for Distance Education  Computers in the Schools, 20, 3. 

The success or failure of an asynchronous computer conference as part of a distance education course is largely dependent upon the abilities of the moderator of the conference. This paper discusses various skills and responsibilities of a moderator. It includes a discussion of ineffective moderation and how to avoid making common mistakes by examining skills used by effective moderators to enhance, enliven, and assist students to bring meaning to the discussion in an atmosphere of warmth and mutual support.

Winograd, Kathryn (2001).  Migrant Families: Moving Up with Technology.  Converge, 4 n11 p16-18, 20 Nov 2001. 

Under the direction of the Pennsylvania Department of Migrant Education, an educational software company has adapted educational curricula to a video game format for use in video game consoles that hook into television sets. Migrant children using these at home have made significant gains in math, reading, English fluency, and critical thinking skills.

Winograd, Kathryn (2002).  Vision Seekers in Education: The Makings of a Collaboratory.  Converge, 4 n12 p20-21, 50-51 Dec 2001-Jan 2002. 

Discusses collaborative classroom projects and partnerships called collaboratories which emphasize interactive, problem-solving, student-centered technology-based learning environments. Offers example of projects that include schools, universities, and businesses, and discusses the need to go beyond integrating technology into the curriculum to change how teachers are taught, by learning with technology rather than about technology.

Winograd, Kathryn (2002).  For the Love of Art: Technology, Trepidation, and Time.  Converge, 5, 3. 

Describes three educational innovations, examples of art and technology converging: a class at Colorado College where students are composing music on the computer; the University of Advancing Computer Technology's online associate degree in arts and multimedia; and a collaboration between the Institute for Learning Technologies at Columbia University's Teachers College and the Academy of American Poets focusing on teaching poetry through judicious use of technology.

Winsboro, Irvin D. S. (2002).  Technology and Distance Learning Lessons from the Nation's Newest University: Perceptions and Reality.  Educational Forum, 66, 3. 

Development of the history curriculum at Florida Gulf Coast University, which mandates distance learning and technology, led to the following reflections: distance learning is inevitable; there are both benefits and limits to its effectiveness; and a pivotal issue is who determines the extent to which distance learning and technology become the means of curriculum delivery.

Winsler, Adam; Manfra, Louis (2002).  Increasing Student Learning, Technology Use, and Computer Skills via Use of WebCT in an Undergraduate Child Development Course: A Pre-Post Course Evaluation Study. 

Despite pressure for faculty to infuse technology into their teaching, little data exist on the extent to which technology-enhanced instruction in higher education is actually effective in helping faculty members reach instructional goals. This poster shares the results of a pre- post-course evaluation study conducted to assess the extent to which a variety of standard and instructor-modified modules within WebCT were effective in increasing student learning, motivation, and technology use and skill. One hundred and fourteen undergraduates in the same 300-level child development course completed pre-post course surveys. Results show that students used the web-based tools extensively. Statistically- and practically-significant pre-post changes were observed for students' technology use, skill, and enjoyment, and a reduction in student computer anxiety was also observed. Most students perceived the web-based tools to be quite useful for improving student learning, student motivation, and course communication. Use of the online tools was positively associated with performance in the course.

Winston, Bruce E.; Fields, Dail L. (2003).  Developing Dissertation Skills of Doctoral Students in an Internet-Based Distance Education Curriculum: A Case Study  American Journal of Distance Education, 17, 3. 

Although preparing doctoral students for completing their dissertations is challenging in an on-campus program, it is even more difficult in an Internet-based distance education curriculum. This article examines the problems encountered and the solutions developed to address this requirement over a recent five-year period at Regent University. It discusses the process used for identifying the competencies needed for completing a doctoral dissertation and for planning how these competencies are taught within an Internet-based doctoral curriculum. The article includes a discussion of the lessons learned thus far, data on the progress of current doctoral candidates, and suggestions for further investigations.

Winston, Cynthia E.; Philip, Cheri L.; Lloyd, Derek L. (2007).  The Identity and Success Life Story Method: A New Paradigm for Digital Inclusion  Journal of Negro Education, 76, 1. 

The impact of integrating Design Based Research and Identity and Success Life Story Research Method (ISLSRM) project on creating a new paradigm for research and education projects is examined. This project has helped in creating an educationally and culturally relevant online learning environment for Black students.

Winters, Fielding I.; Azevedo, Roger (2005).  High-School Students' Regulation of Learning during Computer-Based Science Inquiry  Journal of Educational Computing Research, 33, 2. 

Sixty-two high-school biology students, paired heterogeneously based on prior knowledge, learned about genetic using GenScope, a computer-based learning environment (CBLE), over four 90-minute class periods. Differences between low and high prior knowledge students emerged with convergence of verbal process data and pre- and post-test product data. The low prior knowledge students gained significantly in conceptual understanding from pre- to post-test, whereas the high prior knowledge students' understanding did not significantly change. In an analysis of their verbalizations, low prior knowledge students regulated their learning by relying on their partners for cognitive and other regulatory support whereas the high prior knowledge students spent most of their time regulating their own learning or providing external support for their lower prior knowledge peer. The results of this naturalistic study can potentially be used to inform educational practice by highlighting scaffolds that may foster self-regulated learning in a CBLE-mediated science inquiry context.

Winters, Niall; Mor, Yishay (2008).  IDR: A Participatory Methodology for Interdisciplinary Design in Technology Enhanced Learning  Computers & Education, 50, 2. 

One of the important themes that emerged from the CAL'07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition [Alexander, C., Silverstein, M., & Ishikawa, S. (1977). "A pattern language: Towns, buildings, construction (Center for environmental structure series)." New York, NY: Oxford University Press] and the design research paradigm [DiSessa, A. A., & Cobb, P. (2004) Ontological innovation and the role of theory in design experiments. "Journal of the Learning Sciences, 13"(1), 77-103]. We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants.

Winton, Pamela J., Ed; McCollum, Jeanette A., Ed.; Catlett, Camille, Ed. (2007).  Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, and Resources [with CD-ROM]  [ZERO TO THREE] 

The key to improving the early education of all young children, including those with special needs, is the effective preparation and development of the professionals who work with them. "Practical Approaches to Early Childhood Professional Development" is a comprehensive planning resource for college faculty and consultants engaged in preservice and in-service professional development for early childhood education and early intervention practitioners. Contents include information on adult learning styles, resources for teaching key topic areas in early childhood education and early intervention, and strategies for building collaborations with other professionals and policymakers to improve the quality of early childhood professional development. Each chapter is co-authored by prominent expert practitioners in that field. Chapters 1-2 outline key findings on adult learning styles and explain the importance of needs assessment and follow-up in professional development programs. Chapters 3-11 survey nine key topics that should be a part of early childhood professional development: family-centered practices, cultural and linguistic diversity, early relationships, social competence and challenging behavior, typical and atypical development, alternative assessment approaches, literacy development, inclusive settings and natural learning environments, and collaborating with other adult professionals. Each chapter provides an introduction to current research on the topic, strategies for teaching it in the classroom, and resources, syllabi, and/or sample handouts (on CD-ROM). Chapters 12-13 provide information on working with policymakers and strategies for developing a cross-agency professional development system. The accompanying CD-ROM lists hundreds of additional resources (including in-print, on-line, and on video) for each chapter and contains many activities and course syllabi that can be used in both preservice and in-service training.

Wasburn, Mara H.; Miller, Susan G. (2004).  Retaining Undergraduate Women in Science, Engineering, and Technology: A Survey of a Student Organization  Journal of College Student Retention Research Theory and Practice, 6, 2. 

National Council for Research on Women finds that much of the progress that women have made in science, engineering, and technology has stalled or eroded. As we enter the new millennium, there will be an increasing need for a scientifically and technologically literate workforce. A student organization, Women in Technology, was formed at Purdue University-West Lafayette in 1998 in response to data indicating that there had been no increase in the number of women enrolled in the University's School of Technology over the past five years. Such data were consistent with those produced by national studies indicating that the trend of increasing numbers of women enrolling in engineering, science, and technology programs in American colleges and universities, established in the preceding two decades, had ceased. The aim of Women in Technology was to attract more women to the School, and reduce the attrition rate of women already in the program by serving as a well-recognized, formal context in which they could receive mentoring and in which they could find stable social support to help them achieve their academic and career objectives. This article discusses an overview of the organization, the results of a survey of members' undergraduate classroom experiences, student-generated strategies for addressing the concerns revealed in the survey, and the implementation of those strategies.

Washer, Peter (2001).  Barriers to the Use of Web-based Learning in Nurse Education.  Nurse Education Today, 21, 6. 

Adoption of web-based learning has inherent difficulties that are often downplayed: the potential for reinforcing socioeconomic divisions, when home computers become a requirement; gender issues in access and use; and the focus in computer-assisted learning on efficiency rather than quality of teaching and learning.

Wasley, Paula (2008).  A Course in Combinatorial Choreography  Chronicle of Higher Education, 54, 33. 

This article describes how students at North Central College do-si-doed their way to a deeper understanding of fractals, fractions, and abstract algebra. As part of the college's "Verandah" curriculum, David J. Schmitz, an associate professor of mathematics, led seven undergraduates, mostly math majors and minors, through an adventure in "math in motion"--otherwise known as square dancing. Verandah is the school's interim-term course of study that emphasizes unconventional learning opportunities in informal settings, and during this two-week course, students met for three hours each weekday to practice some combinatorial choreography and discuss the mathematical functions embodied by their fancy footwork. Mr. Schmitz taught the students 100 basic square-dancing calls (including "Swing Through," "Ferris Wheel," and "Courtesy Turn") and the concepts (like "clockwise" or "in reverse") that can be used to modify the moves. During their daily dancing, the group took frequent breaks to ponder the symmetry of the movements, imagine themselves as inputs or outputs in algebraic functions, or calculate the number of possible permutations that would bring the group back to its original formation.

Wassell, Beth; Crouch, Corey (2008).  Fostering Critical Engagement in Preservice Teachers: Incorporating Weblogs into Multicultural Education  Journal of Technology and Teacher Education, 16, 2. 

In this article we describe the use of a weblog (blog) project that was incorporated into an undergraduate preservice teacher education course that addressed diversity and multicultural education. To explore the efficacy of the project, we analyzed its implementation using an action research framework. We found that the project increased the preservice teachers' exposure to new issues and ideas in multicultural education. In the discussion section, we describe changes that were made to the project as a result of its first iteration. Additionally, we raise several questions that must be considered when using blogs in multicultural education courses and teacher education programs.

Wasserman, Egoza; Millgram, Yitzchak (2005).  Changes in the Approaches of Teachers Following Computerization of Schools  Journal of Educational Computing Research, 32, 3. 

This article examines the change in teachers' attitudes and instruction following computerization of their schools. Parameters chosen to assure the success of the study were: teachers' training courses, establishment of teachers' teams, teachers' expectations and willingness, and teachers' use of the computer in the school. The study took place in Israeli schools using the following tools: interviews, questionnaires, observations, case studies, and focus groups. The groups examined were teachers and students. The results showed a significant change in the teachers' attitude and instruction following computerization. Those who took training courses on computers, used computer tools as aids, and made greater use of software, had a greater willingness to employ the computer. Yet the teachers were not yet open to changing their methods by using the computer as a teaching tool and still preferred traditional frontal teaching. They stated that they did not have expectations for changing the learning process significantly as a result of computerization.

Wasserman, Egoza; Millgram, Yitzchak (2005).  Systemic Model for Examination of Countrywide School Computerization  Journal of Educational Technology Systems, 33, 4. 

This article presents a study whose purpose was to examine how the educational system functions following the assimilation of a technological environment and how the relationships between the subsystems are affected and affect each other following this change. The study took place over the course of three years in schools in the State of Israel using questionnaires, observations, case description, and focus groups. This study used the Systemic Control Model (SCM), which provides a system of feedback and control. Through application of the model significant data is received informing one about the progression of the change process while the execution of the stages and various processes are being carried out. The process of introducing the computer as an educational tool into the educational system necessitated the application of two control models: the in-depth control model and the time continuum control model. The in-depth control model examined the various factors that participated in the process and their mutual influence, and the time continuum model received feedback at various points in time. The major conclusion of the study is that the combined activation of both control models is a condition for the success of the assimilation process of any education system change.

Wasson, Julie (2004).  Thriving in Tough Times: Keeping Your Enrollment Boat Afloat in Low Tide  Child Care Information Exchange. 

Some business experts predict that a tight economy, intense competition, and demanding customers will become the norm for at least the next decade. To ride what may be rough waters in target markets, commitment to quality must go beyond a beautiful center, a recognized curriculum, and a well-trained staff. Willingness to take necessary action now can be the life buoy for staying in business. In this article, the author shares some marketing tactics for surviving and thriving during hard times of enrollment building.

Wen, Meichun Lydia; Barrow, Lloyd H.; Alspaugh, John (2002).  How Does Computer Availability Influence Science Achievement? 

This paper reports on a study investigating the relationship between available computer resources in schools and science achievement. Although the effects of computers on academic achievement has been extensively studied, the results are inconsistent. This study is a follow-up to Alspaugh (1999) and was conducted with the participation of (n=80) school districts from a Midwestern state. Results suggest that there is a positive relationship between the number of computers available in schools and students' science achievement. | [FULL TEXT]

Wen, Meichun Lydia; Tsai, Chin-Chung (2006).  University Students' Perceptions of and Attitudes toward (Online) Peer Assessment  Higher Education: The International Journal of Higher Education and Educational Planning, 51, 1. 

The use of peer assessment (PA) as an alternative form of evaluation method is reported to be helpful in learning and is increasingly being adopted in higher education settings. Through collecting data from 280 university students in Taiwan, a 20-item instrument was developed to investigate university students' attitudes toward and perceptions of PA and online PA. Four subscales, Positive Attitudes, Online Attitudes, Understanding-and-Action, and Negative Attitudes, were extracted and reliabilities were calculated. Results revealed that participating students held positive attitudes toward the use of PA activities, but they viewed online PA as a technical tool to facilitate assessment processes, rather than as a learning aid. Male students had more positive attitudes toward PA than females did, and students with previous PA experiences had less negative attitudes toward PA. A majority of these students suggested that the PA score should be counted as a small part of the total course grade, and there was an effect of the perceived importance of PA score on students' attitudes toward these four subscales.

Wen, Meichun Lydia; Tsai, Chin-Chung (2008).  Online Peer Assessment in an Inservice Science and Mathematics Teacher Education Course  Teaching in Higher Education, 13, 1. 

Online or web-based peer assessment is a valuable and effective way to help the learner to examine his or her learning progress, and teachers need to be familiar with the practice before they use it in their classrooms. Therefore, the purpose of our study was to design an online peer assessment activity for 37 inservice science and mathematics teachers. The teachers were divided into 12 groups, and each group was required to present a master's thesis proposal at the end of a research methods course. Each participant gave feedback and ratings to several group projects during a three-round online peer assessment activity. Two instructors' scores and peers' scores were in low to medium correlation. The quality of group projects and participants' feedback improved, but a decrease in attitudes toward peer assessment was found. The results of the study are discussed and implications are provided.

Wenglinsky, Harold (2006).  Technology and Achievement: The Bottom Line  Educational Leadership, 63, 4. 

Although instructional technology has made large gains in the last 15 years in terms of the quantity and quality of computers available in schools, major questions remain about the effects of all this technology on student achievement. The author has conducted a series of studies to address these questions. By analyzing test score and questionnaire data from the National Assessment of Educational Progress (NAEP), he draws conclusions about the relationship between achievement and various instructional practices, including computer access and use. The analysis in this article focuses on 12th graders' achievement on the NAEP in U.S. history. The author finds that students who make more frequent use of computers for generic academic tasks--word processing, art projects, creating charts, tables, and graphs, and communicating through e-mail and chat groups--had higher achievement in history. He concludes that high schools will get the biggest boost to student achievement by ensuring that students have the basic technology skills they need to apply technology flexibly to learning tasks in their content-area courses.

Wentling, T. L.; Park, J.; Peiper, C. (2007).  Learning Gains Associated with Annotation and Communication Software Designed for Large Undergraduate Classes  Journal of Computer Assisted Learning, 23, 1. 

The purpose of this study was to explore the potential of annotation and communication software (eFuzion) developed for the improvement of students' learning and to determine the effectiveness of the software. eFuzion is designed to be useful in a significantly large classroom by allowing instructors and teaching assistants to provide immediate responses to students' questions and to provide a broader array of options for the lucid presentation of complex concepts. To determine the effectiveness of the software, two groups that took the same course were compared in terms of their learning scores, one group having used the software, the other having not used it. In the three measures of learning, the students who used the software showed significantly higher learning scores than students who did not use it. In addition, students indicated that they felt closer to the instructor and that their understanding of the lecture material was increased by using the software. The results imply that the software has great potential for improving students' learning when it is appropriately used and free of technical difficulties.

Wentworth, Nancy (2007).  Inquiry Learning and Technology: A Model for Teacher Education Programs  Computers in the Schools, 23, 3-4. 

PT3 implementation grant funds have been used to restructure a teacher education program to meet the National Educational Technology Standards (NETS) defined by the International Society for Technology in Education (ISTE). The Brigham Young University PT3 implementation grant supported design teams of teacher education and content area faculty who enriched pre-service teacher education courses and K-12 curricula with inquiry-based technology integration. The teams modeled technology-enhanced instruction to pre-service teachers who then wrote similar lesson plans that they implemented during K-12 field experiences. Technology-enhanced unit plans written by pre-service teachers were coded to see which NETS were met. A correlation study was done to compare the innovation of the lessons and the NETS standards. The results of this study indicate that, when inquiry-based instruction is a focus of technology integration, learning is collaborative, student-centered, and develops critical thinking skills in students.

Wentzel, Carolyn (2006).  A Review of INTEGRITY Software: An Online Application to Analyze Multiple-Choice Tests and Detect Test-Taking Deception  Journal of Science Education and Technology, 15, 3-4. 

INTEGRITY, an item analysis and statistical collusion detection (answer copying) online application, was reviewed. Features of the software and examples of program output are described in detail. INTEGRITY was found to be easily utilized with an abundance of well-organized documentation and built-in features designed to guide the user through the various analyses and ensuing reports. Information regarding cost is provided.

This report responds to the need for information on how to improve adolescent writing skills. The study builds upon previously published "Reading Next" results and highlights key elements essential to improving writing. The study used meta-analysis, allowing researchers to determine the strength and consistency of the effects of different instructional practices on the quality of student writing. The different effects of instructional strategies were tabulated and compared for a treatment group (students who received a writing intervention) and a control group (students who did not receive an intervention). Effective interventions were found to include: (1) Writing strategies; (2) Summarization; (3) Collaborative writing; (4) Specific product goals; (5) Word processing; (6) Sentence combining; (7) Prewriting; (8) Inquiry activities; (9) Process writing approach; (10) Study of models; and (11) Writing for content learning. These interventions should be used together in order to have the greatest effect. The optimal mix is not a specific prescription, but one that the school administrators and teachers need to discover based on student response and classroom culture. A list of additional resources is included. [This issue brief was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL), under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.] | [FULL TEXT]

Wright, Carol (2001).  Children and Technology: Issues, Challenges, and Opportunities.  Childhood Education, 78, 1. 

Reviews research on children's use of computers and the Internet, educational benefits of information technology, problems with using technology with young children, and teachers' adoption and use of technology. Identifies Internet sites that provide guidelines for sensible Internet use and lists children-appropriate, instructional, and educational sites.

Wright, David (2001).  Online Communities and Discussions.  Micromath, 17, 1. 

Invites others to join in the growing number of professionals using e-mail to share information and debate about mathematics teaching and learning by presenting one example of a thread of e-mails.

Wright, David (2001).  Handheld Technology and Mathematics.  Micromath, 17, 2. 

Explores various emerging technologies for use in the teaching and learning of mathematics and science. Discusses advanced graphing calculators, networked calculators, and participatory simulations.

Wright, Robert J.; Lesisko, Lee J. (2007).  The Preparation and Role of Technology Leadership for the Schools  [Online Submission, Paper presented at the Annual Meeting of the Eastern Educational Research Association (Clearwater, FL, Feb 15-17, 2007)] 

Today, an increasing proportion of the school system budget is being spent in support of technology; and, the technology departments of schools are staffed with a growing team of both educators and technicians. Despite this growth, only a minority of state education departments has created licensing or certification credentials for instructional technology leaders. Because of this, the case can be made for two separate professional certifications or educational specializations within the school systems. One person is needed who can work with the teaching and administrative professionals of the district in designing technology systems which integrate well into the various schools' programs. A second professional is necessary to support the technical side including networking, internet applications, infrastructure, technology support, and systems security. In addition to these two professionals, school districts will need a group of technologists who can work under the leadership of the Director of Education Technology in curriculum development. A second group of technologists is required who will work with the Network Administrator on system maintenance and support. These latter personnel will perform the day-to-day tasks of maintaining the system and doing "as needed" repair work. The efficiency of their work is critical to the success of any educational technology effort. | [FULL TEXT]

Wright, Robert J.; Lesisko, Lee J. (2008).  Technology Infusion in a Rural School System: A Case Study from Pennsylvania  [Online Submission] 

For the past 10 years a rural Pennsylvania school system has worked to develop a high quality educational technology program. In 1997 the district surveyed its faculty and found that there was a low level of technology infusion in the teaching/learning processes. Teachers were also found to be uncomfortable with computers and software applications for both the classroom and also in their lives at home. Between 1997 and 2007 there were a number of changes in the district's curriculum, and a significant infusion of hardware and software was carried out. The district also provided continuous professional development and technical support for its teachers. The survey in 2007 provided data indicating that the situation had changed and technology is now widely utilized. One finding from the 2007 survey was that the home use of computers is a significant predictor of a teacher's embracing educational applications for educational technology. Another significant factor in technology understanding is whether the teacher is an elementary or secondary level educator. Survey is attached.  | [FULL TEXT]

Wright, Vivian H.; Marsh, George E.; Miller, Michael T. (2000).  A Critical Comparison of Graduate Student Satisfaction in Asynchronous and Synchronous Course Instruction.  Planning and Changing, 31, 1-2. 

Compares satisfaction of two groups of graduate students enrolled in the same graduate-level technology course: one using the traditional in-class instructional method (synchronous); the other using Internet-based instruction (asynchronous). Finds, for example, that students receiving Internet-based instruction completed their assignments in one-quarter less time than students receiving traditional instruction. Includes lengthy discussion of all findings.

Wright, Vivian H.; Stallworth, B. Joyce; Ray, Beverly (2002).  Challenges of Electronic Portfolios: Student Perceptions and Experiences.  Journal of Technology and Teacher Education, 10, 1. 

Discussion of national standards addressing technology in teacher preparation programs focuses on a team teaching approach that required methods course students to produce electronic portfolios. Highlights include student perceptions of the value of electronic portfolios; benefits of technology use; technology as motivation for students; plans for technology use; and technology's role in assessment.

Wright, Vivian H.; Wilson, Elizabeth K. (2007).  A Partnership of Educators to Promote Technology Integration: Designing a Master Technology Teacher Program  Education, 128, 1. 

The Master Technology Teacher (MTT) initiative at the University of Alabama is a collaborative technology partnership among university secondary education faculty, inservice teachers, and preservice teachers. MTT is designed to provide, to the partners, resources and long term development for enhancement of classroom technology integration and the development of technology skills. The authors present a discussion of the need for such a program, observations from the first five-year efforts, procedural details, and the challenges and successes experienced by the program partners as all participants brought technology to their students.

Woo, Jeong-Ho, Ed.; Lew, Hee-Chan, Ed.; Park, Kyo-Sik Park, Ed.; Seo, Dong-Yeop, Ed. (2007).  Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 1 

The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A Personal Coming of Age? (Chris Breen); (2) Certainty, Explanation and Creativity in Mathematics (Michael Otte); (3) I Need the Teacher to Tell Me If I Am Right or Wrong (Anna Sierpinska); and (4) School Mathematics and Cultivation of Mind (Jeong-Ho Woo). Plenary panel papers include: (1) Introduction to the PME Plenary Panel, "School Mathematics for Humanity Education" (Koeno Gravemeijer); (2) Humanizing the Theoretical and the Practical for Mathematics Education (Cristina Frade); (3) Making Mathematics More Mundane--A Semiotic Approach (Willibald Dorfler); (4) Mathematics: A Human Potential (Martin A. Simon); and (4) Need for Humanising Mathematics Education (Masataka Koyama). The first research forum, Learning through Teaching: Development of Teachers' Knowledge in Practice (RF01) includes: (1) A View on the Teachers' Opportunities to Learn Mathematics through Teaching (Roza Leikin and Rina Zazkis); (2) Integrating Virtual and Face-to-Face Practice: A Model for Continuing Teacher Education (Marcelo C. Borba); (3) Teachers' Learning Reified: The Professional Growth of Inservice Teachers through Numeracy Task Design (Peter Liljedahl); (4) Constraints on What Teachers Can Learn from their Practice: Teachers' Assimilatory Schemes (Martin A. Simon); and (5) What and How Might Teachers Learn via Teaching: Contributions to Closing an Unspoken Gap (Ron Tzur). The second research forum, Researching Change in Early Career Teachers (RF02), includes: (1) Introduction (Peter Sullivan); (2) Researching Relief of Mathematics Anxiety among Pre-Service Elementary School Teachers (Markku S. Hannula, Peter Liljedahl, Raimo Kaasila, and Bettina Rosken);(3) Teachers' Learning from Learning Studies: An Example of Teaching and Learning Fractions in Primary Four (Lo Mun Ling and Ulla Runesson); (4) Tracking Teachers' Learning in Professional Development Centered on Classroom Artifacts (Lynn T. Goldsmith and Nanette Seago); (5) Teacher Change in the Context of Addressing Students' Special Needs in Mathematics (Orit Zaslavsky and Liora Linchevski); (6) Researching Change in Prospective and Beginning Teachers (Laurinda Brown and Alf Coles); and (7) Summary and Conclusions (Markku S. Hannula). Information relating to discussion groups, working sessions, short oral communications, and poster presentations conclude this volume of the 31st proceedings. (Individual papers contain references.) | [FULL TEXT]

Woo, Younghee; Reeves, Thomas C. (2007).  Meaningful Interaction in Web-Based Learning: A Social Constructivist Interpretation  Internet and Higher Education, 10, 1. 

Interaction is an essential ingredient in any learning process. However, every interaction does not lead to increased learning. When interaction has a direct influence on learners' intellectual growth, we can say the interaction is meaningful. The precise meaning of meaningful interaction is strongly related to the learning theories underlying the development of particular learning environments. The primary goal of this paper is to re-conceptualize online interaction in terms of meaningful learning based on the learning theory known as social constructivism. Analyzing interaction through this theoretical framework may yield design principles needed to improve the quality of Web-based learning environments. A secondary goal of this paper is to present the implications of meaningful online interaction for researchers and developers.

Wood, Andrew F.; Fassett, Deanna L. (2003).  Remote Control: Identity, Power, and Technology in the Communication Classroom  Communication Education, 52, 3-4. 

Instructional communication researchers, by focusing attention on "how-to" matters and forays into conventional areas of study (i.e., immediacy, apprehension), neglect a nuanced treatment of student and teacher identity. Such a perspective is relatively disembodied and fails to engage actual classroom interactions. By engaging in autoethnographic analysis of their experiences with instructional technology, the authors reveal a more complex understanding of how instructional identities interact. In particular, the authors advocate an understanding of power that is distributed, embodied, and malleable.

Wood, Charles L.; Mackiewicz, Sara M.; Van Norman, Renee K.; Cooke, Nancy L. (2007).  Tutoring with Technology  Intervention in School and Clinic, 43, 2. 

Peer tutoring is an evidence-based strategy used across a wide range of age groups and settings. Teachers may find it challenging to successfully pair students for tutoring because the tutor must be able to evaluate the tutee's response as correct or incorrect. This article describes four examples of electronic devices that prompt tutors to provide accurate feedback during tutoring as well as the steps for preparing materials and using these devices for tutoring.

Wood, Christina (2005).  Highschool.com. All Over the Country, Secondary School Students are Going Online For Classes. Will the Virtual Classroom Redefine What it Means to Be a Student or a Teacher?  [George Lucas Educational Foundation] 

Virtual schools make available a world of new courses from obscure electives to advanced placement classes that challenge students intellectually and open up new doors educationally. Thanks to the anytime, anywhere nature of online courses, students with a range of special circumstances (from health issues to job or family constraints) don?t have to fall behind or drop out. From small rural communities to large urban centers, schools of all sizes and styles are looking to online courses to patch holes in their own academic lineups. For a student in a rural or poorly funded school looking for a class in marine sciences or Web programming, an online course may be the only option. "Many of these students wouldn?t have access to these classes otherwise," says Bob Blomeyer, a senior program associate with the North Central Regional Educational Laboratory, which provides resources to teachers and policymakers."There is a tremendous potential for education improvement." The flexibility of online learning is a big draw for students with a heavy schedule of extracurricular activities, too. During the past decade, virtual K?12 schools have developed from farflung hatchlings to a full-fledged industry that has allowed high school students to make excellent use of their high school years by cherry picking among the best teachers in several states. But what will the next 10 years bring? Will students sit in cubicles? Will everyone stay home? Not likely, say most experts."Online learning will never replace the classroom," says FLVS?s Young. Some form of blended learning online and in the classroom will likely become the norm, as students take one or two online courses to supplement their traditional schedule. Even when they?re enrolled in online courses, most students won?t be entirely on their own. An inclass teacher will act as a coach, helping students select online courses and making sure they stay on track and manage their time well. The local coach or facilitae ones. It is a model that will better prepare them not only for college where these skills are essential to success but for life in an information driven society. | [FULL TEXT]

Wood, Clare (2005).  Beginning Readers' Use of "Talking Books" Software can Affect their Reading Strategies  Journal of Research in Reading, 28, 2. 

This paper reports on a small-scale study that considered whether a phonic-based talking book could outperform one-to-one reading tuition with an adult with respect to improving beginning readers' phonological awareness over a short period. It also examined whether the children's reading strategies were affected by their use of the software. Two groups of children, one aged five years and one aged six years, used three phonic-based talking books over six 15-minute sessions and were assessed on their phonological awareness and reading strategies both before and after this intervention. Their performance was compared to that of matched comparison groups who were given one-to-one adult tutoring with the paper versions of the same books. There were no significant differences between the two groups in their phonological awareness attainment, with both groups showing equivalent gains from pre- to post-test. Use of specific features of the software was associated with gains in rhyme detection ability and with changes in the children's reading strategies.

Wood, Eileen; Willoughby, Teena; Schmidt, Alice; Porter, Lisa; Specht, Jacqueline; Gilbert, Jessica (2004).  Assessing the Use of Input Devices for Teachers and Children in Early Childhood Education Programs  Information Technology in Childhood Education Annual, 2004, 1. 

The impact of four computer input devices (mouse, EZ ball, touch pad, touch screen) for 81 preschoolers (ranging from 34 to 78 months of age) and 43 early childhood educators (mean age was 29 years and 9 months) was examined. Participants played two computer games with 10 trials for each game followed by a survey assessing their preferences for the devices. Performance measures examined both accuracy and time to complete components of the game. Measures of motor and cognitive skill also were examined. Educators performed most effectively and efficiently when using the mouse and the EZ ball, but preferred the mouse. Children's performance varied across the devices, with the mouse and EZ ball yielding the most consistent success. In contrast to the educators, children identified the EZ ball as the easiest to use. Measures of motor skill and cognitive ability only were predictive of children's performance using the mouse.

Wood, Grace (2006).  Recognizing the Generational Divide: When X Meets Y at the Tribal College  Tribal College Journal of American Indian Higher Education, 17, 4. 

Like other tribal colleges across the nation, Fort Peck Community College (FPCC, Poplar, MT) has seen its student population get younger. As student demographics change, so do their expectations and needs, according to software game designer Mark Prensky. Faculty should be aware of the options and benefits of using technology to enhance instruction, especially as Generation X (those born 1960 to 1980) and Generation Y (those born 1980 to 2002) students fill their classes. Educational trends across the country show students taking more control of their learning with faculty as facilitators. Even though some faculty members seem to have difficulty with technology, students expect technology as part of their learning. This paper focuses on how "Digital Immigrant" educators (those not born in the digital technology age) will have to change the way they teach to the "Digital Natives" (those born into the digital age). Developing a curriculum that meets the needs of the students--that they can relate to and find useful--remains part of the challenge.

Wood, Joyce (2004).  Open Minds and a Sense of Adventure: How Teachers of Art & Design Approach Technology  International Journal of Art and Design Education, 23, 2. 

How does the use of technology in Art and Design differ from its use in other subjects? What uses do art teachers make that might seem noteworthy to their colleagues in other subject areas? And are there respects in which ICT affects art teaching uniquely? The following report is drawn from two national, qualitative studies, carried out over four years and involving over two hundred skilled computer users in the UK teaching force [1]. The studies explored good practice in use of ICT in twelve separate curriculum subjects. Research addressed the following questions: How does ICT help teachers convey the central concepts of their subjects? What can be learned with the aid of ICT that might not be learned as readily in any other way? The study found that each curriculum subject uses ICT distinctively, has singular hardware requirements and is treated differently in terms of resourcing and access.

Wood, Leigh N.; Joyce, Sadhbh; Petocz, Peter; Rodd, Melissa (2007).  Learning in Lectures: Multiple Representations  International Journal of Mathematical Education in Science and Technology, 38, 7. 

Lectures remain the lynchpin of mathematics teaching at university even with advances in information technology and access to the internet. This paper examines the requirements for learning mathematics and shows how important it is for lecturers to be aware of the different modes of presentation they are using. Ways to assist students to make the connections between different representations are considered, with particular reference to students whose first language is not English.

Wood, Ronald A.; Graber, Diane; Phelps, Gary L.; Rohlik, Greg (2001).  Revitalizing Advisory Committees and DACUM through the Web. 

This paper argues that, as technology changes at an accelerating rate, it is increasingly difficult for technical faculty and institutions to secure and incorporate relevant course content. Currently, companies and schools join in advisory capacities to identify competencies and develop appropriate curricula, a model that has been around since the 1940s. But these authors contend that only a few schools have become cooperating curriculum training models. Most simply go through the motions of being responsive, and end up teaching what they want. Minnesota West Community and Technical College (MnWest) has developed a Web-based advisory process, which is presented here. The process involves two steps. The first step is project faculty and staff develop content-specific lessons for their advisory committee. Each lesson is examined and evaluated online at company sites by working professionals. Then, each lesson is modified as per confidential electronic input. The second step is, after re-testing, the lessons are incorporated within the associated college programs and at participating companies. Technical faculty are at the center of the project, and the process can be utilized in academic settings by emphasizing research and collaboration rather than job preparation. The authors suggest that other colleges could benefit from adopting this model. | [FULL TEXT]

Wood, Ruth; Ashfield, Jean (2008).  The Use of the Interactive Whiteboard for Creative Teaching and Learning in Literacy and Mathematics: A Case Study  British Journal of Educational Technology, 39, 1. 

This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole-class teaching within literacy and numeracy. Data collected from observations of whole-class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole-class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, "provisionality," speed, capacity and range enhance the delivery and pace of the session. This research seems to indicate that it is the skill and the professional knowledge of the teacher who mediates the interaction, and facilitates the development of pupils' creative responses at the interface of technology, which is critical to the enhancement of the whole-class teaching and learning processes.

Woodard, Sadie; Malone, Benny (2002).  Accountability for Comprehensive Guidance Program Delivery and Quality: Program Templates. 

The Cypress-Fairbanks Independent School District in northwest Houston has grown extremely fast. During the 2001-2002 school year, an additional 4,000 students were added. Because of this growth, it was difficult for the district to adopt the state model for guidance and counseling programs. Many counselors followed what was recommended but it was difficult to evaluate program effectiveness. When counselors requested strategies for more efficient ways to develop the plan, the district came up with a format of using computer templates to help their workload. Templates were developed for elementary, middle, and high school counselors. The templates listed district goals; guidance curriculum descriptions; responsive services descriptions; individual planning descriptions; and guidance curriculum plans. That information helped the counselors understand what the model program was about. They were able to make estimations about time allocations and made the needed adjustments to their activities. The templates also served as a training tool and source of information for the non-counseling staff. Templates are listed in Appendix One. | [FULL TEXT]

Woodbury, Amanda L. (2002).  Should Andover College Add a Distance Education Program? 

Adding distance education would provide Andover College with unlimited growth and potentially increased revenue. Andover has three groups of students: nontraditional evening students aged 25-59 who want a degree to advance in their careers; traditional students aged 17-24; and certificate candidates. A distance program would make classes more available and allow students to complete degrees or certificates in a guaranteed amount of time. To recapture some of the market it has lost to its three competitors, Andover needs to be the first to offer a distance education program. Its major advantages are its six starts and program length. Distance education would enable Andover to market an "accelerated program." Although the competition is less expensive, Andover could easily rebut by selling a faster and more convenient degree program. To add a distance program, Andover would have to add to the main server, and the information technology department would have to design a system to support the influx of online participants and add staff. Strict controls would be needed, such as a password program, creation of a distance education department, and faculty trained to identify security and identification problems. The benefits of distance education outweigh the alternatives for Andover College. | [FULL TEXT]

Woodfine, B. P.; Nunes, M. Baptista; Wright, D. J. (2008).  Text-Based Synchronous E-Learning and Dyslexia: Not Necessarily the Perfect Match!  Computers & Education, 50, 3. 

The introduction, in the United Kingdom, of the Special Education Needs and Disabilities Act (SENDA) published and approved in 2001, has removed the exemptions given to educational institutions by the Disabilities Discrimination Act (DDA) of 1995. This applies to learning web sites and materials that must now undergo "reasonable adjustments", in order not to disadvantage students with learning disabilities as well as non-disabled students. This paper discusses how e-learning and the inherent use of online learning activities raises problems for students with dyslexia far beyond accessibility and web design. This paper aims at proposing that the so widely proclaimed advantages of e-learning to bridge distances, different learning paces and cognitive styles, is at the same time producing close to insurmountable barriers to students with cognitive disabilities in general, and dyslexia specifically. It presents the results of a research project aiming at uncovering evidence that students with dyslexia are in fact less likely to thrive in a synchronous e-learning environment. The paper reports on a set of experiments undertaken with students when engaged in online authentic synchronous learning activities. The paper focuses on text-based synchronous activities, since it is the widest and most commonly used synchronous technology, and provides clear evidence that it can marginalise, demotivate and disappoint students with dyslexia with difficulties in reading, spelling, word order and argumentation.

Woodrow, Janice E. J.; Mayer-Smith, Jolie A.; Pedretti, Erminia G. (2000).  Assessing Technology Enhanced Instruction: A Case Study in Secondary Science.  Journal of Educational Computing Research, 23, 1. 

Describes an evaluation program designed to assess the effectiveness of technology enhanced instruction within the context of the Technology Enhanced Secondary Science Instruction (TESSI) project, a field-based research program of technology integration into secondary science. Includes analyses of student enrollment and achievement, ethnographic assessment, scalability, and interviews with graduates. 

Woods, Kevin (2007).  Access to General Certificate of Secondary Education (GCSE) Examinations for Students with Special Educational Needs: What Is "Best Practice"?  British Journal of Special Education, 34, 2. 

In England, Wales and Northern Ireland, recent guidance on access arrangements for students with special educational needs taking public examinations such as the end-of-school General Certificate of Secondary Education (GCSE) has signalled a commitment to the development of access arrangements in line with "best practice". In this article, Kevin Woods, from the Educational Support and Inclusion section of the School of Education at the University of Manchester, provides a relevant evaluation of access arrangements for GCSE examinations using questionnaire feedback from 205 specialist teachers involved in their implementation. The findings are that the system for allocating access arrangements is considered "manageable" by 20% of teachers and "fair" by only 25% of teachers; 70% of teachers would consider extension of access arrangements to be appropriate, notwithstanding resource constraints. Qualitative data from the questionnaires highlight the reasons for this pattern of results and a call by teachers for wider access in examinations to readers, scribes, extra time and a word processing facility. Kevin Woods sets his findings within the context of recent Government initiatives that are designed to improve engagement and achievement in the 14 to 19 age group.

Woods, Marianne L.; Karp, Grace Goc; Shimon, Jane M.; Jensen, Karla (2004).  Using Webquests to Create Online Learning Opportunities in Physical Education  Journal of Physical Education Recreation and Dance JOPERD, 75, 8. 

Teachers in all academic disciplines face increasing expectations to integrate technological applications into their lessons. These applications can be used to supplement face-to-face instruction or as stand-alone learning modules. Either way, technological applications can facilitate student-centered, inquiry-based instructional approaches. Currently physical educators have a number of options for integrating technology into their classes. These options include heart rate monitors and the associated analysis software, physical fitness software such as Fitnessgram, handheld personal computers for management and assessment tasks, and devices like pedometers for tracking students' physical activity. Another option for physical educators is the webquest, which provides opportunities for students to learn online. This article describes the nature of webquests, the design features that differentiate various types of webquests, the steps in webquest design, and examples of physical education webquests for different grade levels. References include web-based resources to assist teachers in developing their own webquests or modifying already-designed webquests for their own use.

Woods, Robert; Ebersole, Samuel (2003).  Using Non-Subject-Matter-Specific Discussion Boards to Build Connectedness in Online Learning  American Journal of Distance Education, 17, 2. 

The authors employed multiple data-collection procedures to determine which of four personal (non-subject-matter-specific) discussion folders would be used most frequently by online learners in two online courses, and which would be rated more favorably and considered more effective than other folders. The folders were studied for the way in which they (1) helped build a positive faculty-student relationship, (2) helped build positive relationships with fellow students, (3) helped foster a greater sense of community online, and (4) contributed to a higher degree of satisfaction with the overall learning experience. Overall, the use of the four personal discussion folders contributed most to building a more positive faculty-student relationship, followed by a greater sense of community.

Woodul, Charles E., III; Vitale, Michael R.; Scott, Barbara J. (2000).  Using a Cooperative Multimedia Learning Environment To Enhance Learning and Affective Self-Perceptions of At-Risk Students in Grade 8.  Journal of Educational Technology Systems, 28, 3. 

Discusses results of a study of at-risk eighth grade students that investigated whether a constructivist multimedia learning activity after a social studies unit would show greater social studies knowledge and more positive attitudes toward and self-confidence in learning. Describes instruments used to measure student achievement and the multimedia authoring program.

Woodward, Helen; Nanlohy, Philip (2004).  Digital Portfolios in Pre-Service Teacher Education  Assessment in Education Principles Policy and Practice, 11, 2. 

With the pre-service student portfolio process and product well in hand in a paper-based format, in the Bachelor of Education (Primary) (B.Ed. Primary) at University of Western Sydney (UWS), new horizons have presented themselves. These new possibilities are facilitated but not driven by developments in Information and Communication Technology (ICT). The impetus for this study comes from the changing context in which the students will work and from the rapidly evolving mediums of communication employed by the society these future teachers will serve. With new technologies being developed the use of digital portfolios could give an extra dimension to student learning as well as giving choice and variety to the reporting and presenting of that learning. This paper aims to report on the process of the development of digital portfolios as an alternative method of reporting and presenting student learning, as opposed to the current paper-based portfolios used in Pre-service Teacher Education at UWS. A study of the processes employed by nine students who elected to develop their portfolios digitally was carried out over a three-semester period. This resulted in a procedure that assisted students in using ICT to showcase their learning. The advantages and limitations of the use of such technology and the results of this process during its initial implementation are discussed.

Woodward, John, Ed.; Cuban, Larry, Ed. (2001).  Technology, Curriculum and Professional Development: Adapting Schools To Meet the Needs of Students with Disabilities. 

The 11 papers in this collection address various aspects of the adoption and implementation of technology in the education of students with disabilities. An introduction by David B. Malouf of the Office of Special Education Programs introduces the collection. The following papers are included: (1) "No Easy Answer: The Instructional Effectiveness of Technology for Students with Disabilities" (John Woodward, Deborah Gallagher, and Herbert Rieth); (2) "It Can't Hurt: Implementing AAC Technology in the Classroom for Students with Severe and Multiple Disabilities" (Bonnie Todis); (3) "Preparing Future Citizens: Technology-Supported, Project-Based Learning in the Social Studies" (Cynthia M. Okolo and Ralph P. Ferretti); (4) "ClassWide Peer Tutoring Program: A Learning Management System" (Charles R. Greenwood, Liang-Shye Hou, Joseph Delquadri, Barbara J. Terry, and Carmen Arreaga-Mayer); (5) "Sustaining a Curriculum Innovation: Cases of Make It Happen!" (Judith M. Zorfass); (6) "Technology Implementation in Special Education: Understanding Teachers' Beliefs, Plans, and Decisions" (Charles A. MacArthur); (7) "Why Are Most Teachers Infrequent and Restrained Users of Computers in Their Classroom?" (Larry Cuban); (8) "Designing Technology Professional Development Programs" (A. Edward Blackhurst); (9) "The Construction of Knowledge in a Collaborative Community: Reflections on Three Projects" (Carol Sue Englert and Yong Zhao); (10) "The Rise and Fall of the Community Transition Team Model" (Andrew S. Halpern and Michael R. Benz); and (11) "How Does Technology Support a Special Education Agenda? Using What We Have Learned To Inform the Future" (Marleen C. Pugach and Cynthia L. Warger). (Individual papers contain references.)

Woolsey, Kristina; Woolsey, Matthew (2008).  Child's Play  Theory Into Practice, 47, 2. 

Emerging digital technologies enable teachers and students to access and manipulate sights and sounds in their school environments. The challenge is to systematically include these new media in academic environments, and to include adults who are ill prepared in technical issues as primary guides in this effort. This article suggests that child's play should be the focus of these efforts, and that the Montessori classroom provides a good model to guide these considerations.

Welch, Marshall; Brownell, Kerrilee (2002).  Are Professionals Ready for Educational Partnerships? The Evaluation of a Technology-Enhanced Course To Prepare Educators for Collaboration.  Teacher Education and Special Education, 25, 2. 

This article describes a project which created and evaluated a technology-enhanced course to prepare educators for collaboration in serving students with special needs. It offers a rationale, a theoretical overview of the course, and summarizes the topical content and technology components. Quantitative and qualitative evaluation data suggest participants made significant cognitive gains and had positive attitudes toward the experience. 

Weld, Jeffrey; Trainer, Jill (2007).  A Faculty Interdisciplinary Institute as Liberator from Stifling Disciplinary Mythology  College Teaching, 55, 4. 

An interdisciplinary professional development initiative targeted faculty teaching undergraduate liberal arts courses with the goal of enhancing the critical-thinking skills of learners. The authors emphasize innovative teaching strategies and educational technology. Results indicate that the institute promoted the adoption of learner-centered interdisciplinary strategies and the integration of technology in the courses of participants and established a faculty community for the sustenance of innovation.

Welham, David (2008).  AI in Training (1980-2000): Foundation for the Future or Misplaced Optimism?  British Journal of Educational Technology, 39, 2. 

Since the beginning of the use of technology to support training and learning there has always been the belief that such new technologies would be able to add value either by reducing costs or increasing effectiveness. The 1980s and early 1990s were a period of enormous optimism as to the promise that such technology could bring. The governments of Europe and the US were generous in their funding of research in this area. In Europe research and development programmes such as ESPRIT, DELTA, RACE, ERASMUS and COMETT, to name only a few, funded a wealth of initiatives aimed at advancing the use of technology. At the margins of the early initiatives was the belief that AI must have a part to play in these developments. This paper reviews the early initiatives and suggests reasons why the potential for the use of AI in education and training has never been truly fulfilled.

Welker, Jan; Berardino, Lisa (2006).  Blended Learning: Understanding the Middle Ground between Traditional Classroom and Fully Online Instruction  Journal of Educational Technology Systems, 34, 1. 

Blended learning is any combined use of electronic learning tools that supplement but do not replace face-to-face learning. This article is about how two researchers are trying to comfortably and logically place blended learning somewhere in the middle of two extremes--traditional classroom at one end and fully online distance learning at the other end. Twenty-two faculty and 38 students at the State University of New York Institute of Technology (SUNYIT) responded to a survey on perceptions held about blended learning. Responses from faculty revealed enrollment as a major factor in the increased use of this course design; quality of assignments and course grades that are as good or better; and courses that are producing improved writing and discussions. While the design is easy to use, faculty reported more work on their part and some loss of traditional classroom dynamics. Students reported flexibility, convenience, and independence as advantages, along with confusion, reduced social interaction, and more work as disadvantages. However, there appears to be a net economic gain for students as tuition and financial aid remain unchanged while expenditure in time and travel are reduced. Course management technology and course design recommendations are provided for faculty consideration. The boundaries between traditional classroom instruction and fully online distance learning are blurring. As course design moves more toward a fully online look-alike, expectations for a smoothly operating course will be higher for both faculty and students.

Welle-Strand, Anne; Thune, Taran (2003).  E-learning Policies, Practices and Challenges in Two Norwegian Organizations.  Evaluation and Program Planning, 26, 2. 

Conducted exploratory pilot studies of the uses of technology to enable learning in a formal educational setting in a higher education institution and within a corporation. Findings show there is insufficient followup on e-learning policies and a general lack of strategic direction and leadership in this area.

Weller, M.; Pegler, C.; Mason, R. (2005).  Students' Experience of Component Versus Integrated Virtual Learning Environments  Journal of Computer Assisted Learning, 21, 4. 

The use of virtual learning environments (VLEs) has become increasingly common in most higher education (HE) institutions. Recent developments have proposed the interoperability of software systems and content, to create component VLEs in contrast with the integrated, monolithic ones that are currently prevalent. This paper examines the student experience of two VLEs, one integrated approach and the other component. In general, students preferred the component system, although this may have been influenced by other factors such as performance. Although the study is limited to one cohort of student it makes a number of suggestions relevant to anyone deploying a VLE. These are that the component approach is a viable one from a student perspective, the broader context in which the VLE operates is important in student perception and that poor system performance may have unpredictable consequences for the learning experience.

Weller, Martin (2007).  The Distance from Isolation: Why Communities Are the Logical Conclusion in e-Learning  Computers & Education, 49, 2. 

This paper argues that the internet is built around key technology design features of openness, robustness and decentralisation. These design features have transformed into social features, which are embodied within the cultural values of the internet. By examining applications that have become popular on the net, the importance of these values is demonstrated. If e-learning is considered as a sub-set of internet activity, then the types of approaches that will be popular and meaningful for students will be those that appeal to these three core values. An examination of online communities reveals that these are indeed in keeping with these, and provide a valuable learning experience. The community can be seen as a natural conclusion in e-learning driven by the expectations of a generation of learners who have been enculturated into the values of the internet.

Wellington, Jerry (2001).  Exploring the Secret Garden: The Growing Importance of ICT in the Home.  British Journal of Educational Technology, 32, 2. 

Discusses the use of information and communication technology (ICT) in homes and its impact on teachers in schools, based partly on case studies of British secondary schools. Topics include home learning environments; the National Curriculum for England and Wales; and initial teacher training curriculum for ICT.

Wells, Jason (2006).  Markers Assistant--A Software Solution for the Management of the Assessment Process  International Journal on E-Learning, 5, 3. 

Technology-mediated instruction is changing the educational environment by adding another dimension to teaching and learning. Despite the advances in technology and the way we use technology, little attention has been given to providing technology solutions that help create, conduct, and manage the central task of assessment. Software to manage and conduct assessment presents many challenges. This article examines a stand-alone, flexible software environment designed to provide all the tools required to view, mark, store, and deliver results efficiently while improving the feedback to the students. A description of the software and its functions, the techniques and methods developed to overcome the limitations that software presents when used to conduct assessment is examined. Case studies are presented that describe: (a) the types of assessment the software has been used to conduct and manage; (b) the types of problems that were encountered; and (c) the solutions and techniques that were discovered and used to overcome the problems.

Wells, John (2007).  Key Design Factors in Durable Instructional Technology Professional Development  Journal of Technology and Teacher Education, 15, 1. 

The capacity of any professional development effort to achieve durable change in teacher practice is affected by a host of design factors and their precise alignment with multiple delivery strategies. However, how successful professional development (PD) programs achieve an effective mix of these factors and strategies is not well understood. The purpose of this study is to identify which design factors have been found to be most essential, and to better understand how successful PD programs effectively align their delivery strategies with these factors. Aligning evaluation data collected across three years of the Trek 21 Project, a PT3 project found effective in promoting durable change in teacher practice, with key design factors identified from a decade of PD research, a successful design structure is presented and implications for future professional development initiatives are discussed.

Wells, John; Lewis, Laurie (2006).  Internet Access in U.S. Public Schools and Classrooms: 1994-2005. Highlights. NCES 2007-020  [National Center for Education Statistics] 

The National Center for Education Statistics (NCES) has employed its Fast Response Survey System (FRSS) to track access to information technology in schools and classrooms since 1994. This report presents key findings from the 2005 FRSS survey on Internet access in U.S. public schools and selected comparisons with data from previous FRSS Internet surveys. The 2005 survey, designed to update data on the issues addressed in 2003 and ask about a few new issues, covered the following topics: (1) school connectivity, including school and classroom access to the Internet, and types of connections; (2) student access to computers and the Internet, including student-to-computer ratio, the provision of hand-held computers to teachers and students, and laptop computers available for loan to students; (3) technologies and procedures to prevent student access to inappropriate material on the Internet; (4) teacher professional development on how to integrate the use of the Internet into the curriculum; and (5) use of Internet access to provide various opportunities and information for teaching and learning. Questionnaires for the survey "Internet Access in U.S. Public Schools, Fall 2005" were mailed to a representative sample of 1,205 public schools in the 50 states and the District of Columbia. The focus of this report is twofold: the national estimates for 2005, and statistically significant findings over time. The findings are organized to address the following issues: (1) school connectivity; (2) student access to computers and the Internet; (3) technologies and procedures to prevent student access to inappropriate material on the Internet; (4) teacher professional development on how to integrate the use of the Internet into the curriculum; and (5) use of the Internet to provide opportunities and information for teaching and learning. Appended are: (1) Technical Notes; and (2) Questionnaire.  | [FULL TEXT]

Wells, Julie A.; Barron, Ann E. (2006).  School Web Sites: Are They Accessible to All?  Journal of Special Education Technology, 21, 3. 

In 2002, the National Center for Educational Statistics reported that 99% of public schools had Internet access and 86% of those schools had a web site or web page (Kleiner & Lewis, 2003). This study examined accessibility issues on elementary school homepages. Using a random sample of elementary school web sites, the researchers documented accessibility errors and warnings related to Section 508 of the American Rehabilitation Act and Priority 1, 2, and 3 of the Web Content Accessibility Guidelines. The researchers used WebXACT (WebXACT, 2005) and the Accessibility Toolbar (National Information and Library Service, 2005) to evaluate the web sites. Findings indicate that 91% of the web sites had at least one accessibility error related to Section 508, and 84% of web sites had at least one Priority 1 error. The major sources of these errors were related to text equivalents (Alt tags) for images. Issues related to font sizes, screen resolutions, contrast, style sheets, and flicker are also discussed.

Whipp, Joan L.; Chiarelli, Stephannie (2004).  Self-Regulation in a Web-Based Course: A Case Study  Educational Technology Research and Development, 52, 4. 

Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the students' reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy use--self-efficacy, goal orientation, interest, and attributions--were shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered.

Whisnant, David M.; Lever, Lisa; Howe, Jerry (2005).  Cl2O4 in the Stratosphere  Journal of Chemical Education, 82, 2. 

A comprehensive project in which the students use computational chemistry to investigate a larger chlorine oxide, Cl2O4 is described. The students start the project by reading a scenario and then follow a series of hyperlinks to develop, along with their colleagues, a better understanding of the implications of the presence of Cl2O4 in the atmosphere.

White, Barbara; Frederiksen, John (2005).  A Theoretical Framework and Approach for Fostering Metacognitive Development  Educational Psychologist, 40, 4. 

This article provides an overview of our work on the nature of metacognitive knowledge, its relationship to learning through inquiry, and technologies that can be used to foster and assess its development in classrooms as students engage in collaborative inquiry. To illustrate our theoretical ideas, we present examples from our Inquiry Island software. It provides learners with advisors, who contain knowledge, advice, and tools aimed at supporting students' metacognitive development in the context of doing inquiry projects. Our pedagogical approach includes having young learners take on the roles of various cognitive, social, and metacognitive advisors as a way of enacting and internalizing the forms of expertise they represent. We describe a sequence of learning activities and indicate how students respond to them, using examples and findings from a 5th-grade class. Our work shows how such learning tools and activities can foster the development of metacognitive knowledge and skills needed for collaborative inquiry and reflective learning.

White, Brian; Bolker, Ethan; Koolar, Nikunj; Ma, Wei; Maw, Naing Naing; Yu, Chung Ying (2007).  The Virtual Genetics Lab: A Freely-Available Open-Source Genetics Simulation  American Biology Teacher, 69, 1. 

This lab is a computer simulation of transmission genetics. It presents students with a genetic phenomenon--the inheritance of a randomly--selected trait. The students' task is to determine how this trait is inherited by designing their own crosses and analyzing the results produced by the software.

White, Cameron, Ed. (2001).  Social Studies. [SITE 2001 Section]. 

This document contains the following papers on social studies from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Teacher's Guide to the Holocaust: An Extensive Online Resource for Teachers" (Ann E. Barron and others); (2) "Preparing a Virtual Field Trip To Teach Value of Community and Sense of Place" (Candy Beal); (3) "Weaving a Collective Text: A Cooperative Experience" (Cleci Maraschin and others); (4) "Developing an Understanding of the Social Studies through Technology-Rich Quest Projects" (Gregory A. Coverdale); (5) "StarFestival: A Multilinear Approach to Cultural Identity" (Kari Heistad and Shigeru Miyagawa); (6) "Using Presidential Candidate Web Sites for K-12 Lessons" (James S. Lenze); (7) "Technology and Social Studies Teacher Education--Results from a National Survey" (Cheryl Mason and others); (8) "Web-Based Delivery of a Generic Research Methods Modules (for Social Sciences): The Graduate and Post-Graduate Experience" (Robert J. McClelland); and (9) "Multimedia Resource File: A Practical Project for Preservice Teachers" (Leah P. McCoy and others). Most papers contain references. | [FULL TEXT]

White, Charles S. (2007).  Levels of Understanding--A Guide to the Teaching and Assessment of Knowledge  Journal of Education for Business, 82, 3. 

Traditional education, employing lectures or telecommunicative instruction methods, has been very effective in providing topical facts. However, the development of student skills and thinking ability require higher levels of instruction and more opportunity to practice and apply acquired knowledge. As students progress through a particular curriculum, methods of instruction also change to reflect higher levels of understanding. The author addresses the issues involved in traditional education from a historical perspective as well as a current view of changes in the educational processes. The author also offers suggestions for change in the classroom.

White, Chris (2005).  The Role of the Teacher  Journal of Education for Teaching: International Research and Pedagogy, 31, 4. 

This brief article discusses scenarios that may be encountered in the future if advances in technology enable customised learning programmes to meet the needs of individuals, if established curriculum structures decline, if education is released from the constraints of place and time, if the labour market demands a more diverse set of competences, and if there is increased community involvement in education.

White, Gene; Lare, Douglas; Mueller, Suzanne; Smeaton, Patricia; Waters, Faith (2007).  The Virtual Education Academy: A Novel Approach to Engaging At-Risk Students  Kappa Delta Pi Record, 44, 1. 

Current efforts to encourage students to persist are not stemming the tide of drop-outs. Estimates of the high school dropout rate range from 10-30 percent (Hardy 2002). The impact of having no high school diploma causes these students to experience economic and social struggles throughout the time in life that should be their most productive. One group of students at risk of dropping out includes those who receive homebound instruction because of extended illness, psychological problems, or serious behavioral issues. Traditionally, these students have been taught via expensive one-on-one instruction. The number of homebound students has been increasing, and districts are anxious to explore alternatives to reduce expenses and meet the needs of these students. With the goal to keep students in school until graduation and address the complex needs of excluded and homebound at-risk secondary students, a partnership was forged among two school districts, faculty members from a small state university, and a university-based technology company specializing in distance education. Supported by a U.S. Department of Education Fund for the Improvement of Education Earmark Grant, the partnership designed an online educational program, the Virtual Education Academy (VEA), for homebound and excluded secondary students. Here, the development, implementation, and impact of this partnership are described. | [FULL TEXT]

White, Heather (2006).  Engaging Art Assessment through Technology  SchoolArts: The Art Education Magazine for Teachers, 106, 2. 

In this article, the author describes how she maintains student interest with the use of advanced technology. The author is currently using an assessment tool in her classroom--the Classroom Performance System (CPS)--that actually brings cheers from her students. The CPS provides an objective way to measure student understanding by using multiple-choice questions projected onto a screen or through a TV monitor. The CPS program grades and records student responses to the questions. The author had developed a couple of art-based games that are more fun using the CPS remote. The advantages and recommendations in using CPS are also discussed.

White, Jill T.; Myers, Susan D. (2001).  You Can Teach an Old Dog New Tricks: The Faculty's Role in Technology Implementation.  Business Communication Quarterly, 64, 3. 

Reports student and faculty perceptions of two courses that included online instruction via WebCT. Discusses how initial student concerns changed to perceptions of how the technology was beneficial and increased community and collaboration among learners. Notes the importance of adequate planning time for faculty.

White, Karissa; Kolar, Barry; Mitchem, Tim; Wells, John (2001).  Trek 21: Building Teachers' Capacity To Develop IT-Integrated Units with Student Engagement. 

"Trek 21: Educating Teachers as Agents of Technological Change," is a 3-year PT3 implementation grant from the United States Department of Education designed to build the capacity in teacher educators (teacher education faculty, professional development school faculty, pre-service interns) to integrate technology into their teaching. The goal of Trek 21 is to prepare educators to use and integrate instructional technologies teaching and learning. This paper discusses shifts in the development between year one and year two of teachers' Web-based instructional units, with a focus on the degree to which year two units feature greater student engagement using networked technologies. Through a detailed discussion of project events and participant outcomes, strategies of the Trek 21 Model of Professional Development process are illustrated.   | [FULL TEXT]

White, Noel; Ringstaff, Cathy; Kelley, Loretta (2002).  Getting the Most from Technology in Schools. Knowledge Brief. 

Spending on computer-based technology in schools continues to grow, based on an expectation that student learning will follow suit, yet, many educators and policymakers are still unsure of how to get the most return on this investment. Research shows that in addition to monetary investments, substantial planning and organization are required if computer-based technology is to enhance student learning. A variety of benefits have been attributed to computer-based technology, yet it has not been easy to pin down its value. Research suggests computer-based technology can have a positive effect on student learning under certain circumstances and when used for certain purposes. In order to inform educators and policymakers who are developing school or district technology plans, this Knowledge Brief addresses the question, "Under what conditions does technology have the most benefits for students?" The lessons learned in this brief are based on a review of various studies. This brief describes the elements educators and policymakers should consider when putting together a thorough and effective technology plan that will help increase academic performance. | [FULL TEXT]

White, Robert W.; Gronfein, William P. (2004).  Enhanced Learning in an Introduction to Sociology Course  Assessment Update, 16 n5 p1-2, 12-13 Sep-Oct 2004. 

Indiana University-Purdue University Indianapolis (IUPUI), located in a large metropolitan area, enrolls more than 29,000 students. Many of these students are the first in their families to go to college, commute to the campus for their classes, and have significant commitments--to work, spouses, children--that may interfere with their studies. Due in part to these conditions, the campus traditionally has experienced relatively low retention rates for first-year students. Many first-year IUPUI students enroll in two key courses, Introduction to Sociology and Elementary Composition I. Introduction to Sociology is required for some degree programs and fulfills a general education requirement for several others. Elementary Composition I is required of virtually every undergraduate student. In Fall 1998, 38.9 percent of students in Introduction to Sociology received a grade of D, F, or W (withdrew from the course). That same fall, of 114 students enrolled in both Introduction to Sociology and Elementary Composition I, 54 (47 percent) received grades of D, F, or W (DWF) in Introduction to Sociology and 49 (43 percent) received grades of DFW in Elementary Composition I. With a grant awarded by the Center for Academic Transformation at Rensselaer Polytechnic Institute as part of the Pew Grant Program in Course Redesign, the university set out to reduce the DFW rate for students enrolled in Introduction to Sociology. At its most fundamental level, the goal was to increase student learning by systematically enhancing the use of technology in Introduction to Sociology. The findings suggest that adding technology to the Introduction to Sociology course in a coordinated fashion and linking elements of the course with Elementary Composition I resulted in increased student learning. ["Enhanced Learning in an Introduction to Sociology Course" was written with Eric Wright, David Ford, Robert Aponte, Linda Haas, Jay Howard, James Hunter, Carmen Gardner Wesley, and Patricia Wittberg.]

White, Su (2007).  Critical Success Factors for E-Learning and Institutional Change--Some Organisational Perspectives on Campus-Wide E-Learning  British Journal of Educational Technology, 38, 5. 

Computer technology has been harnessed for education in UK universities ever since the first computers for research were installed at 10 selected sites in 1957. Subsequently, real costs have fallen dramatically. Processing power has increased; network and communications infrastructure has proliferated, and information has become unimaginably accessible through the Internet and the World Wide Web. However, perhaps because higher education institutions are resistant to change, educational technology in universities has not managed to match the ubiquity of technology in everyday life. The reasons for differences between everyday experiences and those of higher education may lie in higher education practice. Higher education practice reflects the wider agendas of institutions manifested through their organisation, structure, culture and climate. These factors may particularly impact upon the potential for higher education to embrace and manage change in its educational activities, especially technology-enhanced learning such as blended learning and e-learning. This paper briefly reviews the progress of educational technology, then identifies critical success factors for e-learning through an organisational perspective derived from studies of six UK higher education institutions.

White, Tobin (2008).  Debugging an Artifact, Instrumenting a Bug: Dialectics of Instrumentation and Design in Technology-Rich Learning Environments  International Journal of Computers for Mathematical Learning, 13, 1. 

This article explores ways of conceptualizing the design of innovative learning tools as emergent from dialectics between designers and learner-users of those tools. More specifically, I focus on the reciprocities between a designer's objectives for student learning and a user's situated activity in a learning environment, as these interact and co-develop in cycles of design-based research. Recent investigations of technology-supported mathematics learning conducted from an "instrumental" perspective provide a powerful framework for analyzing the process through which classroom artifacts become conceptual tools, simultaneously characterizing the ways students come to both implement and understand a device in the context of a task. Similarly, design-based approaches to investigating instructional activity offer epistemological grounds for treating the process of designing artifacts to support learning as unfolding in concert with rather than concluding prior to situated student use. Drawing on each of these perspectives, I describe the design and initial implementation of a set of software artifacts intended to support students' collaborative problem solving through locally networked handheld computers. Through detailed analyses of three classroom episodes, I report on the ways one student group's innovative and unexpected use of these tools served as an opportunity to both examine student learning in the context of that novelty and to refine the software design. This account provides an empirical example through which to consider the potential for instrumental genesis to inform design, and for design research epistemology to broaden the scope of instrumental theory.

Whitehead, Bruce M.; Jensen, Devon F. N.; Boschee, Floyd (2003).  Planning for Technology: A Guide for School Administrators, Technology Coordinators, and Curriculum Leaders. 

This book provides information and activities to help school administrators, technology coordinators, and curriculum developers to establish a school plan that supports in-class technology usage for students and teachers. Chapter 1 provides the context and rationale for the technology shift suggested in the book. Chapter 2 outlines how crucial administrative planning and leadership are to making this technology initiative a practical reality. Chapter 3 establishes a case for developing a strong technology professional development plan with all its supportive administrative features. Chapter 4 provides a practical framework for bringing computers into the classroom and issues that teachers, through administrative support, need to address in trying to develop a closer link between computers and the curriculum. Chapter 5 contains key processes, structures, reflective activities, and research necessary for administrators as they consider developing their own technology public relations plan. Chapter 6 helps administrators become aware of the financial options available to them. Chapter 7 addresses the key factors that school administrators must explore as they implement classroom-networked learning centers throughout their schools. Chapter 8 provides a structural model for developing an effective evaluation and assessment. Each chapter concludes with a series of reflective activities. Appendices include individual teacher and administrator technology profiles, a sample school district technology plan, national education technology standards and performance indicators, and a glossary. Contains name and subject indexes.

Whiteside, Richard; Mentz, George S. (2003).  Online Admissions and Internet Recruiting: An Anatomy of Search Engine Placement.  Educause Quarterly, 26, 4. 

Asserts that online recruiting is a major facet of building and improving enrollment, examining: the student perspective (organizing the site, highlighting benefits and successes, ease of contact, integrating the financial side, and benefits of e-mail); search engines (ranking and recruitment, links, link popularity, and key departments and phrases); and tying the online strategy together (links to home page, load times and document formats, statistics, and simple add-ons).

Whitin, Phyllis (2006).  Forging Pedagogical Paths to Multiple Ways of Knowing  English Education, 38, 2. 

In this article, the author describes an authoring project that familiarizes his students with writing workshops and also provides them a forum for examining key theoretical perspectives about "the relationship between print and other modalities." This project became the focus of an inquiry that addressed the following research questions: (1) What are relationships between multimedia authoring and conceptual understandings of visual modes of communication?; and (2) What are the features of pedagogical practices that promote students' intentional use of multiple sign systems to achieve specific communicative purposes? In addition, the author outlines the assumptions that guided this inquiry, explains the multimedia project, describes key patterns that emerged from the students' reflective analyses of their authoring processes, discusses the impact of the study on his own pedagogical practices, and suggests implications for further inquiry.

Whiting, John (2008).  Prospects for European Research and Development in Training & Education  British Journal of Educational Technology, 39, 2. 

This paper outlines the prospects for research and development in the education and training fields offered by the European Communities. The position of the EC is explained in relation to the existing and forthcoming Framework Programmes of research and development. The 1987-91 Framework Programme has committed most of its funding to existing programmes. Only one, DELTA directly concerns R&D in the education and training technologies. This commenced in 1989 with only 20 million ECU and ends in Spring 1991. In the new Framework Programme, DELTA is expected to continue with funding of between 40 and 60 million ECU though this remains undecided at present. The earliest date for a new DELTA call for proposals in Spring 1991, meaning that work on the new four year programme will not commence until late autumn 1991 at the earliest. There will therefore be a considerable gap between the two. An outline of the likely structure and contents of a new DELTA programme is given, characterised by better liaison with other programmes and a more rational approach to the development of the advanced learning technologies. Other, non-Framework Programmes concerned with aspects of education and training such as COMETT, LINGUA, EUROTECNET and TEMPUS are placed in context with this. The paper concludes with general advice and explanation of EC procedures for application, evaluation and approval of proposals for Framework R&D Proposals. [This paper was originally published in "Interactive Learning International," Vol. 7, no. 3, 1991, 3-19, by John Wiley & Sons Ltd.]

Whitney, Jennifer D. (2007).  The Use of Technology in Literacy Instruction: Implications for Teaching Students from Low Socioeconomic Backgrounds. HBSK 4072, Section 3, Fall 2007  [Online Submission] 

Background: Almost every aspect of modern life is affected in some way by technology. Many people utilize technology from dawn to dusk to communicate; make decisions; reflect, gain, synthesize, evaluate or distribute information, among many other functions. One would be hard pressed to find a single professional, regardless of career field, going through an entire work day without touching a computer, PDA or other electronic device. However, the same level of technology use cannot be found in many schools, which are meant to prepare students for their future lives and careers in the "real" world. Purpose: The topic of this paper is to review recent literature pertaining to the use of technology in literacy instruction. In particular, the paper reports findings regarding effective methods for teaching low-achieving or at-risk student groups. Setting: This paper is an analysis of several studies conducted across the United States. Study Sample: This paper is an analysis of several studies conducted across the United States. Research Design: Descriptive; Experimental; Quasi-experimental; Narrative Synthesis; and Qualitative. Findings: Technology can be used to bridge the early gap in exposure to print for students from low socioeconomic backgrounds. Internet-based reading programs are available. Students can access electronic books, interactive stories and leveled reading passages (Tracey & Young, 2005) or full texts through publicly available archives. If students lack hardware or internet access in the home, these resources can be accessed in the school building although use may be limited by space and time (Legutko, 2007). In addition, some districts may have access to reading software through federally funded programs or studies which often target specific skills and age groups (Means et al, 2007). In addition, technology can be used to provide instructional opportunities for students where both parents work outside the home or work second- or third-shift. Microsoft NetMeeting is a tool included in older Microsoft operating systems that has web conferencing, audio, interactive whiteboard and chat capabilities (Legutko, 2007). Tutors and mentors can use this or another similar program such as a web-based instant messenger or e-mail to communicate with and instruct students whose parents may be unavailable for homework help in the afternoons or evenings (Burns, 2006). Finally, technology can offer additional independent reinforcement for low-performing students in schools that cannot afford to lower teacher-student ratios. The studies show that students spent a greater portion of their day engaged in independent practice with teachers as facilitators and monitors when technology is integrated (Means et al, 2007). With the student leading his own independent practice and the technological tool providing support or feedback, technology can act as another teacher in the room when districts cannot afford to hire more teachers or paraprofessionals. In addition, mentors and tutors can be incorporated at little or no cost through web conferencing or chat tools (Burns, 2006). Conclusion: Although a great deal of technology exists for use in the classroom as an instructional or administrative tool, there has been very little research conducted on its effectiveness outside the arena of reading comprehension. This review of literature justifies a call for increased study on the topic, not only on specific software products, but on more specific and diverse outcomes such as reading motivation, engagement and metacognition. In the meantime, there are many benefits that can be enjoyed by both educators and students - greater and more affordable access to leveled texts, more time spent on independent practice, increased access to tutors and mentors and variable effects on technological savvy and reading engagement. Citation: Whitney, Jennifer (2007). The Use of Technology in Literacy Instruction: Implications for Teaching Students from LowSocioeconomic Backgrounds. New York. | [FULL TEXT]

Whittaker, Andrea; McDonald, Morva; Markowitz, Nancy (2005).  Learning Together What We Do Not Know: The Pedagogy of Multicultural Foundations  Teacher Education Quarterly, 32, 3. 

Teacher education programs employ various strategies aimed at providing teachers with the knowledge, habits of mind, and practices necessary to work with increasingly racially and ethnically diverse students. Often, these efforts have centered on the addition of a multicultural foundations course. Research on multicultural foundations courses focuses on the content and the impact of such courses on teachers' beliefs and attitudes but provides few insights into the pedagogy of multicultural foundations. This article examines the pedagogy of one multicultural foundations course, focusing on the instructor's self-assessment of her teaching and the resulting innovative changes in course curriculum. The authors first reflect on the content of the course and possible adaptations to assignments. Second, they consider how the instructor's stance toward assessment and innovative instructional change has raised more questions about her pedagogy than answers. The authors conclude with broader implications for teacher education programs and the study of pedagogy within such programs.

Whittaker, Heather; Johnson, Iris DeLoach (2005).  Interactive Geometry in the B.C. (Before Computers) Era  Mathematics Teacher, 99, 3. 

A 3-by-5 card is used to represent two or more sets of parallel lines, four right angles, opposite sides congruent and to investigate the Pythagorean theorem, similar triangles, and the tangent ratio before the introduction of computers. Students were asked to draw two parallel lines, cross them with a transversal and label the angles, which helped the students in remembering the concepts of interior angles.

Whittle, Gary (2005).  Using SAM Assessment and Training for Office 2003  [Association of Small Computer Users in Education (ASCUE)] 

This presentation will demonstrate the uses of SAM 2003 from Course Technology as a skills assessment and training software that is used via the Internet. Historically, testing in computer education has taken the form of pencil and paper or standardized testing. The actual computer skills of the student have not been properly assessed. With SAM, the testing strategy is to place a student in front of a computer with the relevant software and see if he can complete the required tasks in a limited time. The student will receive the task to be completed, with the application software running live on the computer. The computer contains all of the files needed to perform each task. The student stores his answers on the computer to be graded, and the exam is then graded based on the instructor's criteria. Since the exams are task-based, this method of testing has a high degree of validity. [For complete proceedings, see ED490133.] | [FULL TEXT]

Whitworth, Andrew (2006).  Dynamic but Prosaic: A Methodology for Studying E-Learning Environments  International Journal of Research & Method in Education, 29, 2. 

This paper develops a critical methodology which could be applied to the study and use of e-learning environments. The foundations are, first, an ontological appreciation of environments as multiple, dynamic and interactive: this is based on the environmental theories of Vladimir Vernadsky. The next step is then into epistemology, and here use is made of the literary theories of Mikhail Bakhtin, who considers the various ways in which environments are interpreted via the analysis of text. Different interpretations may compete, and the methodological task is to "read" the results of this competitive interaction in the environments we are studying. Ultimately, the study of the introduction of e-learning is the study of an environmental change, and researchers should apply methods appropriate to such a field--namely, a holistic perspective, and participatory methods--if they are to truly evaluate the impact of e-learning.

Walczak, F. Robert (2001).  We Have Met the Enemy: Ask a Question, and Get the Answer.  Converge, 4 n4 p62, 64 Apr 2001. 

Discusses views on the use of technology in schools and its effects on children. Topics include the difficulties in conducting longitudinal research when technology changes so rapidly; the need for teacher training; and future possibilities in educational technology.

Wald, Mike (2008).  Learning through Multimedia: Speech Recognition Enhancing Accessibility and Interaction  Journal of Educational Multimedia and Hypermedia, 17, 2. 

Lectures can present barriers to learning for many students and although online multimedia materials have become technically easier to create and offer many benefits for learning and teaching, they can be difficult to access, manage, and exploit. This article considers how research on interacting with multimedia can inform developments in using automatically synchronised speech recognition (SR) captioning to: 1. facilitate the manipulation of digital multimedia resources; 2. support preferred learning and teaching styles and assist those who, for cognitive physical or sensory reasons, find note-taking difficult; and 3. caption speech for deaf learners or for any learner when speech is not available or suitable.

Waldsmith, Lynn (2005).  Keeping It Real. Technology Has Blurred the Distinction between Plagiarism and Research, but Some Teachers Are Determinded to Redraw the Line  Teacher Magazine, 16, 6. 

In this article, the author reports how teachers at Phoenix's Mountain Pointe High School have developed an anti-plagiarism initiative for their English students. The teachers realized that they need to teach their students right from electronic wrong after two of their honor students were caught using a Web site containing answers to an English vocabulary test. Last summer, the teachers held demonstrations to teach students what plagiarism is, why it's wrong, and when and how to cite sources. In addition, the teachers have changed the way they assign and grade papers. Instead of just analyzing a novel or short story read in class, the teachers now require their students to combine their knowledge of the text with secondary reading.

Walery, Darrell (2004).  Wireless Technology in K-12 Education  T.H.E. Journal, 31, 8. 

Many schools begin implementing wireless technology slowly by creating wireless "hotspots" on the fly. This is accomplished by putting a wireless access point on a cart along with a set of wireless laptop computers. A teacher can then wheel the cart anywhere in the school that has a network drop, plug the access point in and have an instant computer lab. Other benefits for schools that install a complete wireless network--with fixed access points permanently mounted in the building--are that teachers and students can roam freely about the building with a wireless device and connect up at any time. In older buildings, where running CAT 6 cables for a wired network is difficult, the flexibility of a wireless installation can be a big money saver. Many school districts opt to add wireless networks onto their existing networks. This expandability makes wireless networks even more attractive because they can be added onto a school's existing network without abandoning the investment already made in the wired network. Wireless networking provides a tremendous number of uses in the K-12 environment. The creation of wireless hotspots on the fly allows teachers to set up wireless labs in classrooms, auditoriums, common areas and even outside of the building if there is a network drop near a window. Additional uses exist in schools where access points have been installed for full wireless connectivity throughout the campus. This article discusses the additional uses.

Walery, Darrell (2005).  Tips for Implementing a Wireless Network  T.H.E. Journal, 32, 8. 

This article provides a quick start guide to provide educators with the basic points to consider before installing a wireless network in the school. Since many school districts have already implemented wireless networks, there is a lot of information available online to assist in the process.

Walker, Greg; Johnson, Nancy (2008).  Faculty Intentions to Use Components for Web-Enhanced Instruction  International Journal on E-Learning, 7, 1. 

This study further validated the use of the technology acceptance model (TAM), as a helpful tool for understanding instructors' intentions to use web-enhanced instruction. The TAM literature suggests perceptions of the usefulness and ease of use of a technology determined intended usage. Results of the study found instructor perceptions of the usefulness and ease of use of web-enhanced instruction were related to intended usage. The TAM was also extended to include the instructor's computer background and organizational support. Computer background was related to the instructor's perceptions of the effectiveness of web-enhanced instruction. Management support was related to their perceptions of the ease of use, importance, and effectiveness of web-enhanced instruction. Results from the research also determined the factor that was most likely to predict the acceptance of web-enhanced instruction was its usefulness and effectiveness.

Walker, Sandra; Senger, Elizabeth (2007).  Using Technology to Teach Developmental African-American Algebra Students  Journal of Computers in Mathematics and Science Teaching, 26, 3. 

Algebra has been identified as the foundational course for all other mathematics courses. Yet, research has shown that African-American students are low achievers in all strands of mathematics (NCES, 2001). Computers, on the other hand, have been marketed as an instructional tool to teach and reinforce classroom instructions. This study investigated the effects of using computers to teach African-American developmental intermediate algebra students how to solve linear equations. There were 120 African-American students, one White student, three computer groups, three non-computer groups and one instructor involved in the study. At ? = 0.05, there was no significance in achievement difference between the computer groups and the non-computer groups.

Walker, Scott L. (2005).  Modifying Formative Evaluation Techniques for Distance Education Class Evaluation  [Online Submission] 

Post-secondary classes are usually followed by mandatory summative evaluations, yet changes in teaching and course structure cannot be made with summative evaluations. Formative evaluations in online education can result in candid responses from students if a third-party facilitator is involved in the process. This paper presents a method for conducting formative evaluation in an online class by utilizing the assistance of a colleague. Results of one such evaluation are presented, as are its advantages and disadvantages.  | [FULL TEXT]

Walker, Sherry Freeland, Ed. (2001).  Early Care and Education Issues Rising to the Top.  [State Education Leader] 

Noting that growing consensus about the importance of the first 5 years of life has prompted in-depth considerations about the systemic quality of early care and education in the United States, this issue of "State Education Leader" examines various aspects of early learning. Topics considered in this issue are: (1) key issues in financing early care and education; (2) leadership in early care and education; (3) educational technology in early care and education; (4) creating an integral system of governance of early care and education; (5) teaching quality; (6) the movement toward a seamless "P-16" educational system from preschool to postsecondary education in Illinois; (7) determining school readiness; and (8) the Early Learning Initiative of the Education Commission of the States. | [FULL TEXT]

Walker, Tim (2006).  Tips and Tools for Creating eNewsletters  Exchange: The Early Childhood Leaders' Magazine Since 1978. 

An electronic newsletter, or "eNewsletter" for short, is a cost-effective informational publication typically distributed weekly or monthly using e-mail. If properly implemented, it can become an effective customer service tool, providing an opportunity to share information with children, parents, and families. It can also serve as a powerful marketing tool for increasing enrollment and delivering a school administrator's message to a truly global audience instantly. Although eNewsletters are a relatively inexpensive communication device, one will still need to dedicate time to write the content, assemble the text and graphics, manage a distribution list, and track the results. This article offers tips and tools for creating eNewsletters.

Walker, Tim; Donohue, Chip (2008).  Decoding Technology: Computer Shortcuts  Exchange: The Early Childhood Leaders' Magazine Since 1978. 

For the typical early childhood administrator, there will never be enough hours in a day to finish the work that needs to be done. This includes numerous hours spent on a computer tracking enrollment, managing the budget, researching curriculum ideas online, and many other administrative tasks. Improving an administrator's computer efficiency can free up time in his or her busy day to tackle some of those other jobs piling up on his or her desk. In this article, the authors discuss how to save time and effort by using computer shortcuts. They list key terms and offer tips and sites for learning keyboard shortcuts.

Walker, Trenia; White, Cameron (2002).  Technorealism: The Rhetoric and Reality of Technology in Teacher Education.  Journal of Technology and Teacher Education, 10, 1. 

Discusses technology integration in teacher education and suggests that technorealism is needed, which offers a balanced and rational approach to the latest technologies and the resulting changes. Topics include the role of the Internet; government's role; information versus knowledge; technology's role in schools; and the role of technology in global citizenship.

Walker, Victoria Lynn (2004).  Integrating Video in Electronic Portfolios  [Online Submission] 

Finding the right candidates for positions is a difficult task for employers. For job applicants obtaining the best positions available can also be challenging. One problem is the inherent weakness of one page cover letters, two page resumes, or short portfolios to present an applicant's talents thoroughly. One successful method of displaying a job hunter's talents to potential employers is the use of electronic career portfolios (Electronic portfolios). Electronic portfolios allow job hunters to showcase their talents for employers. However, the increased use of Electronic portfolios by students, job hunters, and employees in various occupations from teaching to graphic design, has resulted in similar content being included in portfolios. This similar content creates a dilemma for employers when attempting to distinguish one potential employee from another. A method that assists in distinguishing portfolios is the use of video clips to introduce the applicant and their work. The primary purpose of this project was to evaluate the effectiveness of an instructional design module created to teach students how to add video to their Electronic portfolios. Graduate level students in an Educational Technology (ETEC) class, their instructor, and persons in the position of hiring or working with students in obtaining positions participated in this project. The student's attitudes and opinions about the project were measured through surveys. The surveys asked questions about the skills used in the project, with regard to each component of Keller's ARCS Model of Motivational Design: 1) attention, 2) relevance, 3) confidence, and 4) satisfaction. The students also had a checklist to use in order to gain measurable data for the creation of their videos for their portfolios. Participants commented that the module was helpful and some noted that they were excited to create additional videos to add to their portfolio in the future. The instructor's perceptions of using the module and the addition of videos to a student's portfolio were also measured. This resulted in very positive feedback and a request suggestion that to use the module for future classes. The evaluation of the portfolios by hiring personnel was added to the plan after the project had been designed and implemented. These evaluations were also positive about the use of videos in portfolios. The results revealed that the Web-based Video and Electronic Career Portfolios instructional module was effective in teaching students how to add video to their Electronic portfolios. The primary purpose of this project was achieved. [Appended are: (1) Student Instructions; (2) Student Checklist; (3) Student Pretest Survey; (4) Student Posttest Survey; (5) Instructor Survey Results; and (6) Employer/Hiring Personnel Survey.] | [FULL TEXT]

Wall, John; Ahmed, Vian (2008).  Use of a Simulation Game in Delivering Blended Lifelong Learning in the Construction Industry--Opportunities and Challenges  Computers & Education, 50, 4. 

Continuing professional development (CPD) and life-long learning are vital to both individual and organisational success. For higher education, the intensive resource requirements requisite in the development of e-learning content and the challenges in accommodating different learning styles, developing an e-learning program can be a resource intensive exercise. A blended learning program has been developed in Ireland in an attempt to address the CPD needs of Irish construction professionals. This initiative attempts to strike a balance between the considerable resources required in the development of an e-learning initiative while addressing staff concerns in integrating technology in the delivery of programs. This pilot explores the issues encountered in integrating a simulation game, called MERIT, on a module as part of this blended learning program. The key finding from this research indicates that simulation games can play a very effective role in the delivery of lifelong learning opportunities aimed at the construction industry. However, management of the integration of a simulation game into a program requires careful planning, establishing key milestone dates and encouraging online collaboration through assigning of marks for effort and use of voice over IP communications.

Wall, Kate; Higgins, Steve; Smith, Heather (2005).  "The Visual Helps Me Understand the Complicated Things": Pupil Views of Teaching and Learning with Interactive Whiteboards  British Journal of Educational Technology, 36, 5. 

This study is one element of a government-sponsored evaluation into the introduction of interactive whiteboards (IWBs) to Years 5 and 6 in English primary schools. This element of the research aimed to gather information regarding pupil views of IWBs and the impact these tools can have on teaching and learning. To extend current literature, the method targeted pupils' views of how IWBs can impact on metacognition: thinking about learning. Using a template that has been developed by the Centre for Learning and Teaching at Newcastle University, pupils were encouraged to talk about learning in different contexts: this methodology and its rationale are described. The results show that overall comments from the pupils are positive, with the resulting themes encompassing how the IWB can facilitate and initiate learning and impact on preferred approaches to learning. The pupils describe how different elements of software and hardware can motivate, aid concentration, and keep their attention. On the negative side, pupils candidly describe their frustration when there are technical difficulties, their desire to use the board themselves and their perceptions of teacher and pupil effects. As IWBs are becoming more and more prevalent in schools, we discuss implications and make re-commendations for teachers and manufacturers.

Wallace, Andrew R.; Boylan, Colin R. (2000).  Interaction Patterns in the Extended Classroom via Satellite Technology in the Australian Outback. 

This paper reports on research with a group of students in grades 3 and 4 who live on isolated grazing homesteads in the Australian desert in western New South Wales. The paper examines an alternative mode of delivery involving the application of satellite-based systems to provide a teaching-learning environment for these students. The trial of a satellite system made it possible to evaluate not only the appropriateness of the technology but also the potential for teaching and learning implied by such systems. This evaluation involved a number of key participants, including students, teachers, home supervisors, administrators, and those engaged in the preparation of the printed materials that form an essential ingredient of education for remote students. Data were collected through questionnaires, daily student records, home supervisor comments, teachers' lesson evaluations, and interviews with professional staff. Results are analyzed under two broad headings: reactions to the systems, including the nature of the learning environment and how the system might be improved; and classroom interaction analyses, including the direction of interaction and the type of interaction (e.g., social, procedural, narrative/expository, explanatory, and cognitive). Contains 17 references. | [FULL TEXT]

Wallace, Jane Bruner (2000).  The Effects of Color-Coding on Keyboarding Instruction of Third Grade Students. 

Two third grade classes in a private school in North Carolina were given keyboarding instruction using Sunburst's "Type To Learn." So that the effects of color-coding could be examined, one class was given standard keyboards to use (control group), while the other was given keyboards that were color-coded according to proper finger placement (treatment group). Neither class had any previous keyboarding instruction. Before the study, students in both classes typed a paragraph using "Typing Tutor IV." This software measured their speed and accuracy; the mean speed and mean accuracy scores of each were used to determine comparability. During the study, students met twice a week for a 30-minute class. Scores were averaged so that a mean score for speed and a mean score for accuracy from each class could be compared using two tail t tests. Results indicated that implementing keyboarding instruction that uses color-coded keyboards with these students did not appear to improve either keyboarding skills or accuracy.   | [FULL TEXT]

Wallace, Patricia (2005).  Distance Education for Gifted Students: Leveraging Technology to Expand Academic Options  High Ability Studies, 16, 1. 

Technological advances and widespread access to the Internet are facilitating new educational approaches that go beyond the traditional face-to-face classroom setting. Distance education has emerged as a valuable option for a number of special populations of learners whose needs are more difficult to meet in the classroom, of which gifted students are one. This paper explores the many varieties of distance education and the technologies that support them and examines research on the effectiveness of the approaches in different settings. Research on the distance education programs offered by the Johns Hopkins University Center for Talented Youth is summarized and best practices, based on the findings, are proposed.

Wallace, Raven McCrory (2004).  A Framework for Understanding Teaching with the Internet  American Educational Research Journal, 41, 2. 

The Internet is widely used in K-12 schools. Yet teachers are not well prepared to teach with the Internet, and its use is limited in scope and substance. This article uses case studies of three high school science teachers to develop a framework for teaching with the Internet, exploring how the Internet shapes and is shaped by classroom practices. The framework includes five affordances of resources: (a) boundaries, (b) authority, (c) stability, (d) pedagogical context, and (e) disciplinary context. These interact with fundamental challenges of teaching to produce wide variation in Internet use. The case studies suggest that affordances vary because of activity design and characteristics of the resource. Challenges to teachers depend on how they position themselves with respect to the affordances.

Wallen, Erik; Plass, Jan L.; Brunken, Roland (2005).  The Function of Annotations in the Comprehension of Scientific Texts: Cognitive Load Effects and the Impact of Verbal Ability  Educational Technology Research and Development, 53, 3. 

Students participated in a study (n = 98) investigating the effectiveness of three types of annotations on three learning outcome measures. The annotations were designed to support the cognitive processes in the comprehension of scientific texts, with a function to aid either the process of selecting relevant information, organizing the information in memory, or integrating information with prior knowledge. Learning outcomes were measured by assessing student recall of facts, comprehension of the text, and mental model construction. Results show that different types of annotations facilitate different learning outcomes. In addition, we found that, compared to having only one type of annotation available, multiple types of annotations resulted in a higher cognitive load that resulted in lower performance, especially in tests of higher-level processing. This effect was stronger for low-verbal-ability learners, who showed lower performance in treatments with multiple types of annotations than high-verbal-ability learners.

Wallin, Erik (2005).  The Rise and Fall of Swedish Educational Technology 1960-1980  Scandinavian Journal of Educational Research, 49, 5. 

In Sweden educational technology (EdTech) prospered during the 1960s and 1970s inspired by US experiences from primarily programmed instruction. The Departments of Education at the universities started different activities of research and other bodies developed EdTech products for commercial use. In some business firms in-service training of staff was organised and managed according to the rational ideas that were the basis of EdTech. Public education from elementary to university level was also influenced by EdTech and in the National Board of Education particularly the section responsible for developing teaching-learning aids ran its work guided by EdTech principles in a broad sense of rational and systematic planning. In the 1970s the peak of EdTech withered, to almost disappear towards 1980. This article describes the development in Sweden with the aim of understanding both the rise and fall of EdTech. The rise is understood in relation to the modernisation of Swedish society with reforms of education and trust of science and technology. The fall is understood in terms of the change of values and conception of democracy taking place around 1970

Walsh, Christopher S. (2007).  Creativity as Capital in the Literacy Classroom: Youth as Multimodal Designers  Literacy, 41, 2. 

Many school literacy practices ignore adolescents' new digitally mediated subjectivity as it has been shaped by the new media age. Youth possess often unappreciated repertories of practice which allow them to use their imagination and creativity to combine print, visual and digital modes in combinations that can be applied to new educational, civic, media and workplace contexts. This paper reports on research in two middle years classrooms in New York City's Chinatown, where students' design skills were recognised and validated when they were encouraged to critically re-represent curricular knowledge through multimodal design. The curriculum, rather than privileging print-only representations, recognised the linguistic, social, economic and cultural capital that different students brought to school. The findings suggest schools should harness youths' creativity--that often manifests itself through their capital resources--as they integrate and adapt to the new digital affordances acquired through their out-of-school literacy practices.

Walsh, Joseph; Frontczak, Kristie Pretti (2003).  Back to Basics: Non-Technical Tips for Improving Technology-Based Presentation Skills.  TechTrends, 47, 1. 

Discusses the importance of using good instructional design principles when using new technologies for education. Highlights include identifying instructional objectives; understanding the target audience, and augmenting a presentation with technology instead of letting technology dominate it; organizing the content; and preparing for instructional delivery.

Walter, Richard A. (2006).  Developing an Effective Workforce through Instructor Training  Journal of Industrial Teacher Education, 43, 4. 

Career and technical educators have long recognized the fact that a highly skilled craftsperson is not necessarily a highly skilled instructor of that craft. In the belief that the key to a productive, efficient workforce lies in high quality training for journeymen and apprentices, the Carpenter's International Training Fund (CITF) partnered with the Workforce Education and Development Program (WF ED) of Pennsylvania State University in an effort to improve the quality of workforce education. This article takes a closer look at the International United Brotherhood of Carpenters and Joiners Union (UBC) Instructor Training Workshops, the instructor training seminars co-conducted by CITF and WF ED. This article also examines the outcomes of the trainings. Lastly, this article describes the changes made in the training seminars to adapt to the needs of the profession.  | [FULL TEXT]

Walters, Alyssa M.; Kyllonen, Patrick C.; Plante, Janice W. (2006).  Developing a Standardized Letter of Recommendation  Journal of College Admission, 191. 

The Standardized Letter of Recommendation (SLR) is a Web-based admission tool designed to replace traditional, narrative letters of recommendation with a more systematic and equitable source of information about applicants to institutions of higher education. The SLR includes a rating scale and open-ended response space that prompt evaluators to describe applicants on a set of qualities identified by faculty in previous research as important to academic success, including knowledge and skills, creativity, communication skills, motivation, self-organization, professionalism and maturity, and teamwork. Admission committees, in turn, receive a Web-based, interactive report of the applicant information. Researchers asked 421 graduate faculty and administrator respondents to use the SLR and then report their interest in and preferences for the form, content and function of an SLR. Overall, a majority of faculty and administrators preferred the SLR to the system currently being used at their institutions. The researchers list several practical implications that adopting institutions may wish to consider, and provide recommendations for subsequent activities to develop the project.  | [FULL TEXT]

Walters, Deborah; Alphonce, Carl; Kershner, Helene; Burhans, Debra (2001).  Early Followers Reap Benefits and Lower Costs.  Educause Quarterly, 24, 2. 

This case study evaluated restructuring by a faculty team of a large-enrollment computer fluency course at the University of Buffalo. It found that using existing online materials (acting as "early followers" rather than "early adopters") gave students multiple ways to learn and kept costs down.

Walters, Deborah; Burhans, Debra; Kershner, Helene; Alphonce, Carl (2000).  Early Followers versus Early Adopters: The Use of Technology as a Change Lever Leads to Increased Learning and Decreased Costs in a Computer Fluency Course. 

Many early adopters of educational technology report increased costs-both in technology and in faculty time. This research shows how early followers can decrease costs by using existing online supplementary materials and a redesigned course structure that increases face-to-face contact and provides multiple means for students to learn course concepts. The experience of a course team at the University of Buffalo in the redesign of a computer fluency course is related. Based on this experience, evidence of the following prerequisites for early followers' success is provided: (1) if the physical infrastructure necessary for the course does not already exist at an institution, then the cost of providing such infrastructure will reduce any cost savings; (2) it is important to have good technical support before embarking on an early follower project; (3) the existence of adequate course management software is necessary; and (4) the existence of course specific software is needed. This work can serve as a model for other early followers within the university, and can also serve as a model for faculty at other institutions who wish to be early followers and create pedagogical use of technology that is scalable. | [FULL TEXT]

Walters, Kim (2006).  Capture the Moment: Using Digital Photography in Early Childhood Settings. Research in Practice Series  [Early Childhood Australia] 

The Research in Practice Series has been developed to provide practical, easy to read, up-to-date information and support to a growing national readership of early childhood workers. Digital photography opens a whole new world of communication within early childhood settings, giving scope for devising more effective ways of engaging children, producing resources and encouraging interaction with parents. Walters outlines how creative involvement of children leads to "teachable moments," stimulating positive interest in learning and motivating sustained interest through: (1) Digital portfolios; (2) Storybooks featuring photos of children in the group (especially as a tool for emergent literacy); (3) Games, puzzles and charts created with input from children; (4) Resources which encourage independence; and (5) Resources to enhance communication with families. Topics include: (1) About the author; (2) Introduction; (3) Communication through documentation; (4) Slideshows; (5) Wall Documentation; (6) Portfolios; (7) Digital portfolios; (8) Digital group journals; (9) Storybooks; (10) Legalities of using photos; (11) DIY resources; (12) Conclusion; and (13) References and further readings. [This document was produced by Early Childhood Australia, Inc., formerly known as the Australian Early Childhood Association]

Walton, John S. (2005).  A Declaration on Learning--A Commentary Discourse  [Online Submission, Paper presented at the Academy of Human Resource Development International Conference (AHRD) (Estes Park, CO, Feb 24-27, 2005) p781-788 (Symp. 34-2)] 

This paper subjects "A Declaration on Learning" published in the UK in 2000 to a critical review. A brief synopsis of the text is followed by a commentary discourse drawing upon critical discourse analysis (Fairclough 2001) and incorporating meta content analysis, rhetorical analysis and genre analysis. Conclusions are drawn related to the functionality of the declaration in particular and the value of such textual analysis as a research technique for HRD in general. [For complete proceedings, see ED491486.] | [FULL TEXT]

Walton, Marion (2007).  Cheating Literacy: The Limitations of Simulated Classroom Discourse in Educational Software for Children  Language and Education, 21, 3. 

This paper presents a multimodal discourse analysis of children using "drill-and-practice" literacy software at a primary school in the Western Cape, South Africa. The children's interactions with the software are analysed. The software has serious limitations which arise from the global political economy of the educational software industry. The package was structured around the UK National Curriculum's standardised literacy testing, and then adapted or "localised" for use in South Africa. In the localisation process, details of content and language are customised, but the coded structure of the package (together with its educational assumptions) remains essentially unchanged. The children's interactions with the localised program are analysed as a simulation of classroom discourse. Despite the obvious limitations of the software, the study shows the children constructing their own contextual meanings from the rules of the package, and learning to interact with them as a rule-governed text. Their troubleshooting and cheating exploits are a source of pleasure to them, as they focus on the software's game-like economy of scores and marks.

Walton, Marion; Archer, Arlene (2004).  The Web and Information Literacy: Scaffolding the use of Web Sources in a Project-Based Curriculum  British Journal of Educational Technology, 35, 2. 

In this article we describe and discuss a three-year case study of a course in web literacy, part of the academic literacy curriculum for first-year engineering students at the University of Cape Town (UCT). Because they are seen as practical knowledge, not theoretical, information skills tend to be devalued at university and rendered invisible to the students. In particular, web-searching skills are problematic, given the challenges that the Web poses to academic values and traditional research practices. Consequently, the technical skills of web searching are often taught separately from academic curricula or left entirely unaddressed. We illustrate an alternative, integrated approach to the development of this aspect of information literacy. We apply a critical action research methodology to document, evaluate and reflect on students use of evaluative frameworks. Focusing on the facilitation of critical and evaluative use of the Web for exploratory learning, we interrogate the role of cultural capital and evaluate the effectiveness of the scaffolding provided by the course design. We find important connections between developing knowledge of academic discourse and successful academic use of the Web, and note that, for students to transfer their skills to a range of contexts, these skills will require sustained attention throughout the undergraduate curriculum. We present evidence that the most effective strategies integrate everyday practical knowledge of research techniques with teaching about academic discourse and building students knowledge in a specific domain.

Waltonen-Moore, Shelley; Stuart, Denise; Newton, Evangeline; Oswald, Ruth; Varonis, Evangeline (2006).  From Virtual Strangers to a Cohesive Learning Community: The Evolution of Online Group Development in a Professional Development Course  Journal of Technology and Teacher Education, 14, 2. 

Instructors who teach in online learning environments have the unique opportunity to enhance the interaction of their students through an online threaded discussion board. With effective planning and skillful facilitation techniques, this venue for posting messages can be used as a resource to engage learners in becoming an interactive and cohesive learning community. This case study centered on participants enrolled in a web-based, graduate level professional development course for educators at a large midwestern university. Using the constant comparative method of analysis, the researchers analyzed threaded discussion board transcripts, interviews with the instructors, and formative and summative course evaluations to code for themes and categories from which emerged a model for stages of online group development. Initially "virtual" strangers, participants became an interactive and cohesive learning community by the end of the five-week course. Five stages of online group development are identified: (a) Introduction, (b) Identification, (c) Interaction, (d) Involvement, and (e) Inquiry. These stages provide implications for teaching and learning online.

Waltz, Scott B. (2004).  Giving Artifacts a Voice Bringing into Account Technology in Educational Analysis  Educational Theory, 54, 2. 

Technologies increasingly shape educational settings and policies. Youth define the etiquette for communication devices even as engineers redefine what these devices are capable of doing. The what and how of technologies are being articulated all across the educational landscape, yet much of the discussion surrounding technologies in education continues to view them as additive rather than constitutive. The socio-cultural work of persons is categorically privileged over the contributions of artifacts. Unfortunately, this division of objects from subjects obscures the very practical ways in which persons and technologies codetermine one another. This paper examines the theoretical grounding of the relationship between humans and nonhumans in light of recent work in Science and Technology Studies, and highlights the ways in which actor-network theory might serve to level the playing field and give artifacts a voice.

Waltz, Scott B. (2006).  Nonhumans Unbound: Actor-Network Theory and the Reconsideration of "Things" in Educational Foundations  Educational Foundations, 20, 3-4. 

The aim of this paper is to call attention to the missing discourse of non-humans as social actors in the Social Foundations of Education. The paper outlines three common figuring metaphors that impede the adoption of such a theoretical discourse and shows how Actor-Network Theory (ANT), more recently developed in the nascent field of Science and Technology Studies (STS), reframes sociological theory--and specifically, what it means to be a "social actor"--to allow for a more comprehensive accounting of the interactions of humans and nonhumans in the fabrication of the social. A corollary aim of the paper is to highlight the role of nonhumans in contemporary educational concerns. The paper also offers a range of different examples to illustrate its points.

Walvoord, Mark E.; Hoefnagels, Marielle H.; Gaffin, Douglas D.; Chumchal, Matthew M.; Long, David A. (2008).  An Analysis of Calibrated Peer Review (CPR) in a Science Lecture Classroom  Journal of College Science Teaching, 37, 4. 

Calibrated Peer Review (CPR) is an online tool being used to integrate a writing component in classrooms. In an introductory zoology lecture class, the authors found that CPR-assigned scores were significantly higher than instructor-assigned scores on two of three essay assignments. They also found that neither students' technical-writing skills nor their abilities to convey scientific understanding of articles through summary essays improved during the semester. However, the CPR system offered fairly simple setup and submission for students and decreased grading time for instructors.

Wolf Nelson, Nickola; Bahr, Christine; Van Meter, Adelia; Kinnucan-Welsch, Kathryn (2004).  The Writing Lab Approach to Language Instruction and Intervention  [Brookes Publishing Company] 

This guidebook gives educators an exciting new approach to improving language and writing skills for all students. Developed through a decade of work with elementary and middle school children, the Writing Lab Approach uses computer-supported activities to encourage student progress in each stage of the writing process, from organizing to editing. The book focuses on three key components--writing process instruction, computer supports, and inclusive practices--and gives readers a primer on how children develop proficiency with language, a complete guide to setting up a writing lab, a discussion of software features and programs, instructions on using scaffolding to respond to individual needs, and an assessment tool the authors developed to analyze student writing samples. This book is an essential tool for helping all children, including English language learners and students with learning disabilities, become skillful writers and communicators. This book contains the following sections and chapters: Section I: Using the Writing Lab Approach to Provide Instruction, with: (1) Overview of the Writing Lab Approach; (2) Language Targets; (3) Students with Language-Learning Needs; (4) Designing Instruction; (5) Scaffolding, Self-Regulation, and Author Profiles; and (6) Scaffolding Writing Processes and Language Targets. Section II: Using Software Features to Support the Writing Process, with: (7) Software Features that Support Planning and Organizing; (8) Software Features that Support Drafting; (9) Software Features that Support Revising and Editing; (10) Software Features that Support Publishing; (11) Specialized Access and Keyboarding; and (12) Software Selection Processes. Section III: Using Collaborative Teams to Implement Inclusive, Individualized Services, with: (13) Supporting Inclusion Through Collaboration; (14) Identifying Needs Through Formal and Informal Assessment; (15) Written Language Sample Analysis; (16) Using Goals, Objectives, and Benchmarks to Guide Instruction and Measure Change; and (17) Evidence of Change. The following is appended: (1) Writing Assessment Forms. An index is included.

Wolf, James P. (2008).  The Effects of Backchannels on Fluency in L2 Oral Task Production  System: An International Journal of Educational Technology and Applied Linguistics, 36, 2. 

This article reports on an experimental study that investigated the effect of different conditions of listener backchannels on the fluency of L2 speakers. Participants were 14 non-advanced Japanese learners of English who each performed three oral tasks in three different backchannel conditions: (1) verbal/nonverbal (V/NV), (2) nonverbal-only (NV), and (3) no backchannels (NB). Verbal backchannels included "mm-hm" and "uh-huh" while the nonverbal backchannels involved head nodding. Fluency was assessed via five temporal measures. As hypothesized, the results showed that the 14 Japanese participants were, on average, most fluent in the V/NV condition, less fluent in the NV condition and least fluent in the NB condition. The differences obtained in fluency between the V/NV and NB conditions were found to be significant. These results lend support to the "backchannel output hypothesis" which suggests that backchannels may facilitate the fluency of non-advanced learners of English during oral tasks depending on the nature of backchannel use in their L1 and sociocultural environments.

Wolf, Mary Ann (2004).  Professional Development for Professional Developers  T.H.E. Journal, 31, 12. 

During the last year, SETDA tackled the question, "How do you provide professional development to those who typically develop and/or provide the opportunities to others?" Although providing professional development opportunities for administrators and teachers is a primary responsibility of many SETDA members, many state educational technology directors rarely have the opportunity to engage in their own meaningful professional development opportunities. SETDA's Professional Growth Committee teamed with the Education Development Center (EDC), with funding from the AT&T Foundation, to develop an online course tailored specifically to the needs of SETDA members. The committee was adamant that SETDA members needed a chance to explore their own professional growth beyond job-embedded training. The "Leading in Technology" (LIT) course focused specifically on leadership. It is important to note that these individuals did not need credits or hours to meet a state or professional requirement; rather, the 30 individuals who decided to take this course did so solely for their own personal and professional growth.

Wolf, Mary Ann (2007).  Systemic School Reform: A Guiding Hand  T.H.E. Journal, 34, 7. 

In a school bent on systemic reform, teachers, students, and leaders rally around what is needed to improve student learning, understand the pervasiveness of their efforts, and support educators however possible. In recent years, many schools that demonstrate improvement in student learning have used technology as integral to their transformation, including high-quality resources and curricula that address various learning styles and standards; instructional management systems that allow teachers to personalize instruction and connect students to the right resources; and effective professional development that helps teachers use technology to change how they teach core subject areas. While it is obvious that having technology tools and using data--and receiving training on how to do both--are imperative to improving student achievement, underlying all systemic reform is a set of leaders establishing a clear vision and investment in the people who will lead the reform. This article discusses the need for leaders with vision, who understand how every step of their efforts fits together to support teachers and benefit students. When a leader has a vision and instills ownership, teachers respond with enthusiasm, imagination, and dedication. Genuine leaders see beyond school dress codes and technical barriers that may cause bumps in the road and look toward the future. Provided with tools and resources and professional development, teachers can embrace change and learn how to engage different learning styles and individualize instruction.

Wolfe, Edward W.; Ray, Lisa M.; Harris, Debbi C. (2004).  A Rasch Analysis of Three Measures of Teacher Perception Generated from the School and Staffing Survey  Educational and Psychological Measurement, 64, 5. 

The National Center for Educational Statistics' 1999-2000 Schools and Staffing Survey data are used extensively by researchers conducting secondary analysis on a variety of issues including teacher quality, teacher preparation, and the use of technology in the classroom. Researchers frequently combine the data from several related survey questions to create scaled variables, but little is known about the psychometric quality of these created variables. In this article, a Rasch analysis is conducted on three types of teacher perception: perception of influence, perception of students, and school climate. Measures for each type of teacher perception are scaled using a Rasch Rating Scale Model. The quality of these measures for the three scales is then examined. Evaluations focus on six characteristics of each instrument: dimensionality, internal consistency, rating category effectiveness, item quality, item hierarchy, and measure quality. Overall, the three scaled variables exhibit acceptable quality and are appropriate for use in secondary data analysis.

Wolfe, Michael B. W.; Mienko, Joseph A. (2007).  Learning and Memory of Factual Content from Narrative and Expository Text  British Journal of Educational Psychology, 77, 3. 

Background: Research on the presentation of information in narrative versus expository text genres is inconclusive with respect to the question of which is more beneficial for student learning. Aims: We examine the effect of presenting factual content in either narrative or expository genres on student learning. We also consider relevant prior knowledge and working memory capacity (WMC) as potential mediating variables. Sample: Ninety university undergraduate students. Methods: Subjects studied circulatory system content embedded in either narrative or expository texts. Prior circulatory system knowledge, knowledge improvement (learning) and free recall were assessed. Results: Learning and recall did not differ as a function of text genre overall, but did interact with prior knowledge. Learning from the narrative and one expository text was optimal at intermediate levels of prior knowledge, with higher knowledge readers benefiting more from the expository text compared with the narrative text. Prior knowledge was positively related to recall for the expository texts, but unrelated for the narrative text. Subjects' WMC did not predict learning or recall. Conclusions: Results suggest that narrative and expository processing differ with respect to integration of text content with prior knowledge.

Wolff, Laurence; Castro, Claudio de Moura (2000).  Secondary Education in Latin America and the Caribbean: The Challenge of Growth and Reform. Sustainable Development Department Technical Paper Series. 

This paper synthesizes the issues, problems, research, and current best practice in secondary education in Latin America and the Caribbean. Overall, Latin America and the Caribbean enroll much lower percentages of school age children in secondary education than the region's chief competitors, and the region's secondary education is inadequate by international standards. Secondary vocational education is usually low prestige, underfunded, and inadequately linked to the labor market. Expenditures per student are much lower than the region's competitors. The paper identifies six critical areas for quality improvement, including: increased learning of higher order skills in mathematics, communications, and language and better measurement of achievement; more effective instruction, schools, and systems; public school management reform; use of technology for improvement of educational quality; reassessment of the relationship between secondary schooling and the labor market; and more and better research on what works in secondary education in terms of increased learning, retention, and performance in the labor market. The paper estimates critical quantitative, financial, and human resources needs during the next 10 years and identifies a variety of strategies for meeting the challenges in a cost-efficient manner. | [FULL TEXT]

Wolfskill, Troy; Hanson, David (2001).  LUCID: A New Model for Computer-Assisted Learning.  Journal of Chemical Education, 78, 10. 

Introduces the computer software program Learning and Understanding through Computer-based Interactive Discovery (LUCID) which is designed to increase student engagement in the learning process. Evaluates the effectiveness of LUCID on student attitudes and grades.

Wollowski, Michael (2002).  XML Based Course Websites. 

XML, the extensible markup language, is a quickly evolving technology that presents a viable alternative to courseware products and promises to ease the burden of Web authors, who edit their course pages directly. XML uses tags to label kinds of contents, rather than format information. The use of XML enables faculty to focus on providing contents, leaving the task of rendering contents to experts, who provide a single stylesheet used for formatting purposes. This stylesheet has to be edited once, saving time and effort and ensuring consistent appearance of course pages that reference it. However, the major benefit of XML is the ability to provide pinpoint search engines. Additionally, Web-based editors can be provided to make editing pages easier.

Wolsey, Thomas DeVere; Grisham, Dana L. (2007).  Adolescents and the New Literacies: Writing Engagement  Action in Teacher Education, 29, 2. 

This article shares the results of a 3-year study of the use of threaded discussion groups within intact eighth-grade classrooms in a middle school in Southern California. Using mixed-methods data collection and analysis, it addresses questions about how technology may be used effectively to create engaged writers and how student access to effective technology teaching may help to overcome the "digital divide." Through intervention, observations, interviews, questionnaires, and examination of student work, the study describes and documents the usefulness of integrating technology with the literacy curriculum. Findings include documentation of increased knowledge of "new literacies," critical thinking skills, highly engaged students, and authentic response to literature. Students' perceptions of themselves as writers improved, but gender differences were noted. Boys' perceptions were highly correlated on the preyear and postyear surveys. Implications for teacher education preparation programs are included.

Woltjer, Geert B. (2005).  Decisions and Macroeconomics: Development and Implementation of a Simulation Game  Journal of Economic Education, 36, 2. 

For many students macroeconomics is very abstract; it is difficult for them to imagine that the theories are fundamentally about the coordination of human decisions. The author developed a simulation game called Steer the Economy that creates the possibility for students to make the decisions of the firms that are implicit in macroeconomic models. The game consists of a computer network where players manage their own company for the equivalent of 150 months. The players make decisions about prices, wages, labor demand, and investment. All players together are the complete production sector of the economy. Consumption, government, and the Central Bank are incorporated in the computer model and can be manipulated by the game leader. The interaction between the player decisions generates fluctuations in, for example, unemployment, inflation, real wages, and investment. Players can increase the profits of their companies in the game by analyzing micro- and macroeconomic dynamics in the game economy. A system of feedback is provided to generate the necessary skills.

_____. (2000).  Will E-Learning Transform Corporate Training?  [WorkAmerica] 

E-learning is technology-based learning, especially Web-based or online delivery of education and training. It has the potential to transform how professional training impacts employers and employees alike. Web-based learning offers particular promise in today's business environment, in which the demand for skilled workers is soaring. Online and Web-based training provides many potential benefits to both companies and employees, including lower delivery costs and minimized productivity losses, just-in-time information, personalized learning, ease of distribution, anywhere and anytime availability, and ability to track progress and performance. Before companies and workers can profit from the promise of online learning, however, the following issues must be considered: quality, learner receptivity, access, and financing. Despite these concerns, Internet-based training is expected to grow dramatically in the next several years.

Wilburne, Jane Murphy; Peterson, Winnie (2007).  Using a Before-During-After (BDA) Model to Plan Effective Secondary Mathematics Lessons  Mathematics Teacher, 101, 3. 

Creating effective mathematics lessons can be a challenge for any teacher. One approach to design an effective lesson is using a before-during-after (BDA) format. This article describes what a BDA format is and provides two examples of how it is implemented in high school mathematics classes.

Wilcox, M. Jeanne; Dugan, Lauren M.; Campbell, Philippa H.; Guimond, Amy (2006).  Recommended Practices and Parent Perspectives regarding AT Use in Early Intervention  Journal of Special Education Technology, 21, 4. 

It frequently is suggested that parents underutilize assistive technology (AT) for their young children with disabilities despite wide spread recommended practices for providing optimal AT interventions (i.e., devices and services). However, neither parent perspectives of AT underutilization or families' experiences with AT have been reported in the literature. The purpose of this article is to provide information about families' experiences with AT for their infants and toddlers who are receiving early intervention services. Computer assisted telephone interviews were conducted with a sample of 924 parents or other family members of children receiving Part C early intervention services. Participants were asked about various aspects of their experiences with AT, including devices, success rates, and resources. Results indicate that for the most part, families identifying, using, and paying for various devices do so without professional assistance. Further, most devices they have tried, or are trying, are perceived as having limited success. When these results are considered with regard to previous research addressing provider perspectives in relation to families, substantive differences are apparent. To maximize early intervention outcomes using AT in early intervention, families may benefit from increased collaboration with their early intervention providers.

Wilcox, M. Jeanne; Guimond, Amy; Campbell, Philippa H.; Moore, Heather Weintraub (2006).  Provider Perspectives on the Use of Assistive Technology for Infants and Toddlers with Disabilities  Topics in Early Childhood Special Education, 26, 1. 

A random sample of 967 early intervention providers in 33 different states completed a telephone survey that was conducted with computer-assisted telephone interview technology. The survey solicited information about the service providers' views of assistive technology (AT) for infants and toddlers with disabilities. In particular, questions elicited information regarding the use of AT, factors important to making decisions about AT, access to resources (e.g., funding, lending libraries), and provider training about AT in early intervention. Data were analyzed for the group as a whole, for specific disciplines, and in terms of the amount of training providers reported they had about AT in early intervention. Results indicated similar response patterns across disciplines, but differences in terms of reported training.

Wilder, Anna; Brinkerhoff, Jonathan (2007).  Supporting Representational Competence in High School Biology with Computer-Based Biomolecular Visualizations  Journal of Computers in Mathematics and Science Teaching, 26, 1. 

This study assessed the effectiveness of computer-based biomolecular visualization activities on the development of high school biology students' representational competence as a means of understanding and visualizing protein structure/function relationships. Also assessed were students' attitudes toward these activities. Sixty-nine students enrolled in three sections of freshman biology used Chemscape Chime software to interactively view 3-D representations of the protein hemoglobin as part of a 10-week instructional unit. Students were also provided with written directions and guiding questions for viewing, manipulating and interpreting the visualizations. After completing the instruction, students' posttest scores revealed statistically significant gains in representational competence. Additional evidence including analysis of posttest responses, student interviews, attitude survey results and weekly activity surveys suggest that computer-based biomolecular visualization instruction was an effective curriculum component supporting the development of representational competence. However, students performed poorly on translation tasks involving graphs. Evidence based on student interviews and attitude survey ratings indicated neutral to mildly positive attitudes toward use of the Chemscape Chime software and computer-based biomolecular visualizations.

Wilder, Lynn K., Ed.; Black, Sharon, Ed. (2002).  Integrating Technology in Program Development for Children and Youth with Emotional or Behavioral Disorders. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work. 

This monograph presents research-based solutions to the integration of technology in programs serving students with emotional and/or behavior disorders. Chapters include: (1) "Introduction: Technology, the Great Equalizer" (Lynn K. Wilder) which considers challenges and solutions to the technology challenge; (2) "Project PEGS! Interactive CDs for Practice in Effective Guidance Strategies" (Mary M. Wood and others) which reports on the CD-ROM development process, formative evaluation activities, the field impact study, and the project's results indicating increased teacher effectiveness in behavior management; (3) "Using Interactive Media To Teach Behavior Intervention Planning" (Carl J. Liaupsin and others) which describes the development of five interactive computer-based training modules to help schools provide multiple levels of positive behavioral support to students; (4) "Delivering Proven and Practical Interventions through Technology" (Ray Beck) which describes RIDE (Responding to Individual Differences in Education), a model and collection of tactics designed to assist teachers in accommodating the individual needs of most students and available on CD-ROM and the Internet; (5) "Increasing Reading and Language Skills with PowerPoint (Francie Murry) which describes the use of PowerPoint presentation templates to improve student reading and writing skills; and (6) "Developing Untapped Talents and Fostering Success with Hypermedia" (Matthew J. Mayer and Peter E. Leone) which reviews the research on use of hypermedia in education.

Wiley, David; Waters, Sandie; Dawson, Deonne; Lambert, Brent; Barclay, Matthew; Wade, David; Nelson, Laurie (2004).  Overcoming the Limitations of Learning Objects  Journal of Educational Multimedia and Hypermedia, 13, 4. 

There are a number of issues that face individuals who would use learning objects for instructional purposes. These issues include problems with decontextualization, enabling meaningful reusability, and overcoming biases toward didactic approaches in the use of learning objects. We discuss these problems in some detail, and present a project-based model for designing and employing learning objects in instruction, which overcomes the issues outlined in the first section of the paper.

Wilhelm, Jeffrey D. (2004).  Inquiring Minds Use Technology!  Voices from the Middle, 11, 3. 

One specially important aspect of the inquiry process is helping students to find existing sources of data, including sources on the Internet. This obviously involves the essential issue of evaluating and judging the usefulness of Web sites. In this article, the author presents several Web sites which help students evaluate Web sites.

Wilhelm, Lance (2005).  Increasing Visual Literacy Skills with Digital Imagery: Successful Models for Using a Set of Digital Cameras in a College of Education  T.H.E. Journal, 32, 7. 

The use of images is becoming more pervasive in modern culture, and schools must adapt their curricula and instructional practices accordingly. Visual literacy is becoming more important from a curricular standpoint as society relies to a greater degree on images and visual communication strategies. Thus, in order for students to be marketable in modern society, they must acquire visual literacy skills. Looking from all instructional standpoint, multimedia formats capture children's interest and are more easily understood, allowing the learner to focus on higher-level processes such as identifying problem-solving steps. One strategy to increase visual literacy is for teachers and students to use digital cameras, which are becoming cheaper, easier to use and more commonplace in K-12 schools. Many schools have effectively used classroom sets of laptop computers, but there are only a few successful models for using a set of digital cameras. This article describes how the College of Education at Arizona State University's West Campus (ASU West) successfully accomplished this.

Wilhelm, Lance; Puckett, Kathleen; Beisser, Sally; Wishart, William; Merideth, Eunice; Sivakumaran, Thilla (2006).  Lessons Learned from the Implementation of Electronic Portfolios at Three Universities  TechTrends: Linking Research and Practice to Improve Learning, 50, 4. 

Portfolios are used in teacher education programs to provide evidence of pre-service teachers' professional growth and development. As programs are better able to integrate technology into the teacher preparation curriculum, many educational institutions are implementing electronic versions of portfolios (e-portfolios) on a widespread basis. Uses and types of electronic portfolios continue to grow and evolve, building on the visionary work of Helen Barrett (1999). Many of these efforts have moved beyond the pilot phase, with some high stakes, such as institutional accreditation, riding on the outcome of the implementation. This article describes the process of implementing e-portfolios in colleges of education at three different universities across the United States (Arizona State University, West Campus; Drake University in Des Moines, Iowa; and the University of Tennessee at Knoxville). In each case, the college is a recent adopter of e-portfolios, with findings described from the first three years of implementation.

Wilhelm, Tony; Carmen, Delia; Reynolds, Megan (2002).  Connecting Kids to Technology: Challenges and Opportunities. KIDS COUNT Snapshot. 

The 2000 KIDS COUNT Data Book examined the isolation that plagues many low-income families. The lack of home Internet access will only deepen the isolation as opportunities and meaningful connections to support services become primarily available online. This snapshot examines the demographics of the digital divide between those who have and those who do not have Internet access. It discusses some implications of current trends, and highlights some efforts to bridge the divide and provide a level playing field for all children. Much of the disparity in home computer ownership is due to income. While 95% of children in households with income of $75,000 or more had a computer at home in 2001, only 33% of children in homes with income of $15,000 or less a year had a home computer. In addition, children in higher income homes were more likely to use the computer for word processing, school assignments, and other standard software applications, while children from poorer families were more likely to use the computer for games. Technical infrastructure is critical in removing the digital divide, but basic training is also necessary to remove barriers. Teacher training is vital. States are increasingly trying to ensure that students and teachers are computer literate by mandating computer proficiency, and some states are developing innovative programs to promote computer use in low-performing and low-income schools. Some policy recommendations are made to reduce the digital divide and promote computer literacy among children. | [FULL TEXT]

Wilkerson, Joyce A.; Elkins, Susan A. (2000).  CAD/CAM at a Distance: Assessing the Effectiveness of Web-Based Instruction To Meet Workforce Development Needs. AIR 2000 Annual Forum Paper. 

This qualitative case study assessed web-based instruction in a computer-aided design/computer-assisted manufacturing (CAD/CAM) course designed for workforce development. The study examined students' and instructors' experience in a CAD/CAM course delivered exclusively on the Internet, evaluating course content and delivery, clarity of presentation of complex technical concepts, and student receptivity to the Internet delivery mode. Components of student experience examined were motivation, nature of interactions, advantages and disadvantages, issues associated with Internet delivery, and student outcomes. Narrative data from telephone interviews (n=20) with students in the United States and Canada was the principal source of data. The course packet, provided electronically, included a syllabus, faculty, calendar, assignments, notes, e-mail link and index, as well as links to industrial and educational sites and the university home page. Findings indicated that the Internet delivery met the expectations of the students by offering a course not available through traditional delivery; participants were satisfied with all components of the course except for selected technical problems and they felt that this distance learning course was as effective as a traditional course. | [FULL TEXT]

Wilkerson, Trena L. (2003).  A Triad Model for Preparing Preservice Teachers for the Integration of Technology in Teaching and Learning.  Action in Teacher Education, 24, 4. 

Provides a model for preparing preservice teachers to integrate and implement technology in teaching and learning. The approach focuses on a trial model that identifies three areas of technology infusion: communication, productivity, and research/instruction. This model demonstrates one approach for designing curriculum and appropriate experiences in a teacher preparation program, which provides hands-on experience with technology. The paper describes assignments, projects, and learning experiences.

Wilkinson, Pamela Fannin.; McNutt, Margaret A.; Friedman, Esther S. (2003).  Practical Teaching Methods K-6: Sparking the Flame of Learning. 

This book provides state-of-the-art teaching practices and methods, discussing the elements of good teaching in the content areas and including examples from real classrooms and library media centers. Chapters offer reflection exercises, assessment tips specific to each curriculum, and resource lists. Nine chapters examine: (1) "The Premise" (e.g., reasons for writing the book and who the book is for); (2) "Writers Are Readers and Thinkers, Too" (e.g., language strands and the writing process); (3) "Mathematics in the Real World" (e.g., teaching mathematics through money and measurement); (4) "Science Is Sensory" (e.g., the scientific process and applications at various grade levels); (5) "Social Studies Becomes an Enduring Fabric" (e.g., study skills and learning styles and developing critical reading and notetaking); (6) "Technology: Getting It Before It Gets Us" (e.g., the ABCs in kindergarten and the school newspaper and Web site in 5th and 6th grade); (7) "The Arts Plus = Balance" (e.g., introducing visual arts, theater arts, music, dance, and physical education); (8) "Literacy and the Library Media Center" (e.g., identifying and selecting age-appropriate and curriculum-specific literature and providing reading opportunities); and (9) "In Conclusion." An appendix presents assessment examples, poems, and pictures referenced in the book.

Wilks, Clarissa; Meara, Paul; Wolter, Brent (2005).  A Further Note on Simulating Word Association Behaviour in a Second Language  Second Language Research, 21, 4. 

This article explores some critical methodological and theoretical issues that emerge from recent research into word association behaviour in second language (L2) learners. The studies that we discuss here all use computer simulations as a tool to investigate L2 lexical networks, and to compare these networks with those of first language (L1) speakers. This article broaches some previously unacknowledged complexities in this kind of research, and draws attention to the importance of which assumptions are built into simulation models. The article queries some of the assumptions of our 2002 article (Wilks and Meara, 2002), and provides a reinterpretation of some of the data that we presented there. The article argues that simulation modelling forces us to make critical analyses of assumptions in a way that is not always necessary in less exacting experimental environments.

Willem, Cilia; Aiello, Martin; Bartolome, Antonio (2006).  Self-Regulated Learning and New Literacies: An Experience at the University of Barcelona  European Journal of Education, 41, 3-4. 

This article summarises the findings from an evaluation of a Media Literacy course at the University of Barcelona. It focuses on some aspects of Self-Regulation and on the learning environment used by students. The students' learning processes were embedded in an eLearning project, in which students analysed the representation of immigrants and ethnic minorities in the media. Key findings are the usefulness of this particular Technology-Enhanced Learning Environment (TELE), and its specific settings regarding Self-Regulated Learning (SRL). Students self-regulated their learning processes, in that they were working in a blended learning environment. However, their acquired media literacy skills seem to be fostered by the TELE rather than by the self-regulation mechanisms. Throughout the article, special attention is paid to the conceptual framework of digital and media literacy, and the specific competences related to them.

Willett, Rebekah (2007).  Technology, Pedagogy and Digital Production: A Case Study of Children Learning New Media Skills  Learning. 

This article focuses on data collected from a project called "Shared Spaces: Informal Learning and Digital Cultures". The project aimed to build links between young peoples' leisure and learning experiences, by engaging with the content and styles of learning connected with digital cultures in homes and community centres. The article focuses on issues around technology and pedagogy by analysing data collected from computer games making course for young people aged 9-13. The data from the games class is analysed in relation to three models of learning: constructionism, constructivism and situated learning. The article focuses on how these different models explain varying components of the learning environment, and specifically how models work in relation to digital media. The article raises questions about types of software used with this age range and also discusses implications in terms of pedagogy for the use of different software packages.

Williams van Rooij, Shahron (2007).  WebMail versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course  Journal of Interactive Learning Research, 18, 4. 

This study examined the impact of two Problem-Based Learning (PBL) approaches on knowledge transfer, problem-solving self-efficacy, and perceived learning gains among four intact classes of adult learners engaged in a group project in an online undergraduate business research methods course. With two of the classes using a text-only PBL workbook distributed through Web-based e-mail (WebMail PBL) and two using a custom-developed multimedia Web-based software application (WebApp PBL), knowledge transfer was assessed by comparing learner scores on a problem-solving final exam scenario. Problem-solving self-efficacy was gauged from a survey grounded in the work of Bandura (2001) and Heppner (1988) and administered pre-and postproject, while perceived learning gains were gauged from a postproject survey based on the University of Wisconsin-Madison Student Assessment of Learning Gains (SALG) questionnaire. Results indicate that while project method does impact knowledge transfer and perceived learning gains, it has little impact on adult learners with already-strong perceptions of their problem-solving abilities.

Williams, Anne; Tanner, Doug; Jessop, Tansy (2007).  The Creation of Virtual Communities in a Primary Initial Teacher Training Programme  Journal of Education for Teaching: International Research and Pedagogy, 33, 1. 

This paper discusses some of the conditions that have facilitated the use of a customised virtual learning environment as part of a blended learning approach on a part-time postgraduate initial teacher training programme for prospective primary school teachers. It is based on data gathered as part of a study of the impact of e-learning on students following a part-time flexible postgraduate route to Qualified Teacher Status. It concludes that the success of these particular virtual communities can be attributed to the balance, on the programme, between face-to-face and e-learning together with the nature and structuring of the e-learning tasks; the focus on professional learning with the immediacy of its application in the work-place; its focus on independent and student-led interaction; and the motivation and personal circumstances of the students involved.

Williams, Bronwyn T. (2005).  Leading Double Lives: Literacy and Technology in and out of School  Journal of Adolescent and Adult Literacy, 48, 8. 

The author acknowledges that there is often a gap in how and for what ends technology is used--a gap between some students and their teachers and a gap among different groups of students. What is less obvious is the nature of these gaps in terms of literacy practices. He then asks, "Could we be missing ways to connect with our students and help reinforce and enlarge their literate identities?"

Williams, Catrina (2000).  Internet Access in U.S. Public Schools and Classrooms: 1994-99. Stats in Brief. 

Since 1994, the National Center for Education Statistics (NCES) has surveyed nationally representative samples of approximately 1,000 public schools in the fall of each academic year on Internet access and, since 1996, on the types of Internet connections used. The most recent survey of Internet access indicates that public schools in the United States have nearly reached the goal of connecting every school to the Internet. In 1994, 3% of all U.S. public school instructional rooms were connected to the Internet; by 1999, 63% were connected. In 1999, the ratio of students per instructional computer was approximately 6, the same as 1998, which is above the stated "reasonable level" of 4 to 5. In 1996, dial-up network connections were used by almost three-quarters of public schools. By 1999, more schools were using faster dedicated-line network connections; 63% of public schools were connected to the Internet by dedicated lines, 14% using dial-up connections, and 23% using other connection types. The survey listed several potential sources of financial support; about 9 out of 10 schools reported receiving support from their school district, and 72% from state or federal government programs. About one third of schools reported receiving support from parents and parent organizations, and about the same percentage received support from businesses. Fifteen percent of schools received support from teachers or students, while five percent received support from other programs or individuals. | [FULL TEXT]

Williams, David Dwayne (2002).  Improving Use of Learning Technologies in Higher Education through Participant Oriented Evaluations.  Educational Technology & Society, 5, 3. 

Discussion of evaluation methods for learning technologies used in higher education focuses on an evaluation of 11 Internet-based courses at Brigham Young University. Topics include evaluation theory, including participant-oriented theories; stakeholders; criteria; and implications for instructional design.

Williams, Diana L.; Boone, Randall; Kingsley, Karla V. (2004).  Teacher Beliefs About Educational Software: A Delphi Study  Journal of Research on Technology in Education, 36, 3. 

A Delphi method was used to determine the extent to which current educational software was meeting the needs of teachers; as well as what changes needed to occur in educational software to make it more effective. Five overarching themes emerged: (a) instructional design issues, (b) curriculum, (c) materials, (d) cost, and (e) meeting specific needs. The cost of software was a concern throughout the study. The belief that educational software should be grounded in both content and purpose was also a major concern. Deficiencies and suggestions for improvement were found. | [FULL TEXT]

Williams, Dorothy; Coles, Louisa; Wilson, Kay; Richardson, Amanda; Tuson, Jennifer (2000).  Teachers and ICT: Current Use and Future Needs.  British Journal of Educational Technology, 31, 4. 

Reports on an investigation of information and communications technology (ICT) skills and knowledge needs of teachers working in Scotland that indicated relatively low use of ICT and a number of key issues which have implications for teacher training and development. Suggests that a more holistic approach is required that includes appropriate training, ready access to ICT resources, and ongoing support and advice.

Williams, Douglas C.; Liu, Min; Benton, Denise (2001).  Analysis of Navigation in a Problem-Based Learning Environment. 

Research has shown the potential of a problem-based approach to enhance students' learning. The interactive nature of hypermedia technology and its ability to deliver information in different media formats can provide unique capabilities for implementing problem-based learning (PBL) environments. Yet, little is known about the types of tools that are effective in supporting learning in hypermedia supported PBL environments. The purpose of this exploratory study is to investigate both the use of tools and design features in a piece of PBL software and their effectiveness on middle school students' learning. Specifically, the following research questions formed the focus of the study: Do any navigational profiles emerge among the student teams? If so, how do they compare usage of the tools embedded in the PBL environment? If navigational profiles exist, how do they compare in terms of the external criteria such as science aptitude, recall and transfer measures, and attitude toward the environment? If navigational profiles do not exist, what is the relationship between tool use and student achievement and attitude? | [FULL TEXT]

Williams, Douglas; Ma, Yuxin; Feist, Steven; Richard, Charles E.; Prejean, Louise (2007).  The Design of an Analogical Encoding Tool for Game-Based Virtual Learning Environments  British Journal of Educational Technology, 38, 3. 

Game-based virtual learning environments have the potential to provide opportunities for engagement in authentic contexts while completing authentic tasks such as problem solving. However, research in problem-based learning indicates that scaffolding should be provided for learners to benefit from such learning environments. This paper describes the design of an analogical encoding tool, a computer-based scaffold, in a game-based virtual learning environment. Research on analogical encoding suggests that teaching students to compare cases side-by-side to draw out the underlying principles improves knowledge acquisition and transfer. Analogical encoding aids students in attending to the deep underlying structures (ie, principles) of cases, thereby reducing the potential distraction of surface features. This paper intends to translate laboratory research findings on analogical encoding to a scaffolding tool in a game-based virtual learning environment.

Williams, Ethlyn A.; Duray, Rebecca; Reddy, Venkateshwar (2006).  Teamwork Orientation, Group Cohesiveness, and Student Learning: A Study of the Use of Teams in Online Distance Education  Journal of Management Education, 30, 4. 

This research examines computer-supported collaborative learning. Master's of business administration (MBA) students in an online program were surveyed to examine the extent to which an orientation toward teamwork and the development of group cohesiveness affect overall student learning and the learning that results specifically from team interactions (team-source learning). The results indicate that both teamwork orientation and group cohesiveness predict student learning, with group cohesiveness mediating the relationship between teamwork orientation and student learning. Teamwork orientation and group cohesiveness appear to be equally important predictors of team-source learning. The implications of this research for the use of teams in online distance education are discussed.

Williams, Jean (2001).  Adult Literacy, Learning Disabilities, and Technology: An Annotated Bibliography. 

This document presents a total of 48 references and annotations of works published after 1995 that are in some way related to the topic of adult literacy, learning disabilities, and technology. The first part of the document presents annotations of 30 online articles, journal articles, books, and book articles devoted to the following topics: advocacy; assistive technologies; educational strategies; national strategies; research; resources; and technology planning. Selected topics covered in the publications listed are as follows: existing and future assistive technologies; insights on dyslexia for literacy educators; identifying and teaching adults with learning disabilities; using information and learning technology to meet individual learners' needs; national strategies for improving adult literacy and numeracy skills; assistive technology for postsecondary students with learning disabilities; transforming local programs into national systems; mainstreaming marginalized learners; designing multimedia learning systems for adult learners; using technology to empower teaching and learning in adult literacy, language, and lifelong education; and guidelines for choosing and using technology for adult learning. The second section presents annotations of 18 World Wide Web sites of organizations in Canada, the United Kingdom, and the United States that are concerned with using technology to meet the literacy needs of adults with learning disabilities.

Williams, Joe (2007).  Revolution from the Faculty Lounge: The Emergence of Teacher-Led Schools and Cooperatives  Phi Delta Kappan, 89, 3. 

In a movement that is spreading throughout the country, teachers are forming cooperatives and contracting to run schools. With this professional empowerment, Mr. Williams shows, comes the flexibility to make instructional decisions that are responsive to students' changing needs.

Williams, John M. (2006).  ATIA Conference Showcases Technologies for People with Disabilities  Exceptional Parent, 36, 3. 

The author of this article, a disability columnist, attended the Seventh Annual Assistive Technology Industry Association (ATIA) Conference, which was held in Orlando, Florida in January 2006. The author shares his impressions from the conference, and highlights new products and innovations that will help improve quality of life for people with disabilities. The conference showcased a variety of assistive technology products designed to advance educational opportunities, personal independence, services and jobs for people with special needs worldwide. More than a dozen new products or advances in existing technologies were introduced which increased communication opportunities for users.

Williams, John M. (2006).  CSUN's Conference Advances Opportunities for People with Disabilities  Exceptional Parent, 36, 5. 

This article reports the highlights of the recently concluded Annual International Technology and Persons with Disabilities Conference organized by California State University at Northridge. Attendees from more than 30 countries learned about services provided by the Social Security Administration, GeorgiaTech (CATEA), NISH, Computer/Electronic Accomodations Program (CAP), Abeldata/NARIC, ADA and IT Technical Assistance Centers, telecommunications companies, AT Network and the Institute for Persons Hard of Hearing/Deaf. According to Mary Ann Cummins-Prager, director of the Center on Disabilities, about 4,000 people visited the conference which was fully accessible to persons with special needs. For the first time, many of the attendees learned about AOL's AIM Relay Service, AOLbyPhone, AOL.com Portal and Streaming Closed Captions. The conference also showcased several products marketed for people with disabilities.

Williams, John M. (2006).  Microsoft's Vista: Guarantees People with Special Needs Access to Computers  Exceptional Parent, 36, 8. 

In this article, the author discusses the accessibility features of Microsoft's Windows Vista. One of the most innovative aspects of Windows Vista is a new accessibility and automated testing model called Microsoft UI Automation, which reduces development costs not only for accessible and assistive technology (AT) developers, but also for application developers who make their software compatible with AT products such as screen readers for people who are blind. He believes Microsoft is correct when it says its UI Automation improves product quality by providing increased testing support and a new way of doing automated UI testing for software developers. Other accessibility models rely on a single interface that must serve dual purposes: exposing UI information about applications and collecting information needed by AT products. Microsoft's UI Automation separates the two models, with one for application developers and another for AT developers. He also outlines the major accessibility improvements in Windows Vista, which are the Ease of Access Center, state-of-the-art speech recognition and magnification capabilities.

Williams, John M. (2006).  AT Advocates Tackle Attitudes & Education towards Learning Disabilities  Exceptional Parent, 36, 12. 

Learning disabilities are present in 10 percent of the population, and the condition is defined as, "A disorder in basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or use mathematical calculations". In this article, the author focuses on the efforts of AT advocates in providing digital educational materials to students with learning disabilities and the educational battle that rages between teachers unaware of assistive technology products and students using assistive technology products in the classroom. The author also discusses a digital talking book called Digital Accessible Information System (DAISY), having a set of digital files that can provide information to people with print disabilities. The author concludes that despite the advances, the dual goals of seeing and end to educating teachers on the awareness of the products and educating them on the capacity of DAISY will never end. The technologies are changing too quickly to match the awareness.

Williams, John M.; McClintic, Howard (2005).  Digital Technology Offers New Opportunities to People with Disabilities  Exceptional Parent, 35, 12. 

For thousands of years, many people with special needs have not had the same access to communication technology that those without special needs have taken for granted. Because they lacked access to communication technology, those with special needs became an invisible population. However, the same communication formats, with adaptations, that were historical barriers to people with special needs are providing access to Braille for blind people, print magnification and text to speech for consumers who are visually impaired, closed captioning for those with hearing impairments, text to speech for speech-impaired individuals, text-to-speech, magnification and changing backgrounds for individuals with learning needs, voice to text technology for those who are cognitively challenged, and alternative computer keyboards for individuals who cannot use a standard keyboard. In this article, the authors discuss how digital publishing, also called electronic publishing, supplies individuals with disabilities with increased access to information, books and education.

Williams, Kevin (2004).  Vocational Purposes and the Aims of Schooling  Policy Futures in Education, 2, 1. 

This article argues for the compatibility of vocational purposes with the aims of schooling within the liberal tradition. Two main grounds will be offered in defence of this position. In the first place, school students who are following a track that leads to direct employment or to vocational training are not necessarily excluded from a fulfilling school experience or from a curriculum of high culture. In the second place, young people who concentrate on practical or manual subjects can experience much of the enrichment and personal satisfaction that have been traditionally and restrictively associated with the academic curriculum.

Williams, Lindy (2000).  Telecommunication and Technology Infrastructure Program (TTIP) Certification for Expenditures, Fiscal Year 2000-2001. 

This document presents the guidelines for the California Community College 2000-2001 State-Funded Telecommunication and Technology Infrastructure Program (TTIP) Program. The 2000-2001 State Budget Act contains $44.3 million for expenditures on the TTIP. The Act provides that $31,600,000 be allocated to colleges for the following purposes: (1) data and video network services provided by the California State University and California Community Colleges Network (4Cnet), including the acquisition and installation of equipment, lease of communications lines, software and other costs associated with connecting to the network; (2) local planning and development for improving library technology; (3) digital and analog satellite systems and components that were funded in fiscal year 1996-97; (4) development of technology plans on how each campus will implement the Technology II Strategic Plan; (5) campus development and expansion of local- and wide-area networks; and (6) technology training for faculty and staff. One hundred and seven community colleges and nineteen district sites participate in the TTIP. This report lists the allocated funding for each program, along with contact information for each sponsor. A detailed expenditure plan and reporting requirements for TTIP are also discussed. Appended are standards and guidelines for video conferencing, library automation and electronic resources, satellite analog and digital downlinks and uplink, local telecommunication planning, and allocation and expenditure of the Technology Human Resources Fund; the total cost of ownership guidelines; distance education access guidelines for students with disabilities; a workshop schedule; and relevant forms. | [FULL TEXT]

Williams, Michelle; Linn, Marcia C. (2002).  WISE Inquiry in Fifth Grade Biology.  Research in Science Education, 32, 4. 

Reports on a two-year study designed to investigate how a Web-Based Integrated Science Environment (WISE) project called "Plants in Space" featuring classroom investigations enabled 5th grade students to increase their understanding of plant growth and development. Investigates two versions of the curriculum and considers how understanding of the material improved with the revised curriculum. 

Williams, Michelle; Linn, Marcia C.; Ammon, Paul; Gearhart, Maryl (2004).  Learning to Teach Inquiry Science in a Technology-Based Environment: A Case Study  Journal of Science Education and Technology, 13, 2. 

This paper reports on a 2-year study designed to investigate the trajectory of change in an urban 5th grade teacher as she introduces science inquiry using the Web-Based Inquiry Science Environment (WISE). Data for this study included videotapes and transcripts of classroom instruction, and audiotapes and transcripts of interviews conducted with the teacher as she was implementing the curriculum. We also conducted retrospective interviews that enabled us to validate our account of the observational-based changes in the teacher's practices. The results suggest that the teacher's classroom practices shifted over time, from a greater focus on logistics to more of an inquiry orientation. The results further suggest that this shift can be attributed to repeated opportunities to teach a WISE curricular unit. They also show that support from the curriculum and other professionals, allowed the teacher to reflect on how her practices support students' learning.

Williams, Michelle; Linn, Marcia C.; Hollowell, Gail P. (2008).  Making Mitosis Visible  Science Scope, 31, 7. 

The Technology-Enhanced Learning in Science (TELS) center, a National Science Foundation-funded Center for Learning and Teaching, offers research-tested science modules for students in grades 6-12 (Linn et al. 2006). These free, online modules engage students in scientific inquiry through collaborative activities that include online investigations, interactive visualizations, and electronic discussions that allow teachers to access detailed accounts of student learning (Williams and Lynn 2003). This paper reports on how the Mitosis and Cell process module worked in a seventh-grade classroom in an urban school.

Williams, Nancy L.; Connell, Michael; White, Cameron; Kemper, Jacqueline (2003).  Real Boats Rock: A Transdisciplinary Approach for Teacher Preparation.  Action in Teacher Education, 24, 4. 

Describes the development of a seamless curriculum of four methods courses--literacy, math, social studies, and science--within a transdisciplinary framework, defining transdisciplinary teaching and learning as a context and conveyor for knowledge influenced by the synergy between learners and teachers, which embraces collaboration, constructivism, authenticity, social justice/democracy, transformation of knowledge, and technology as a tool and relies upon the epiphany of learners and teachers.

Williams, Patricia; Hammer, Margaret; McCauley, Joyce K.; Sullivan, Sam (2007).  Waking up the Back Row: Using Effective Communicating-to-Learn Strategies in Education Courses  Action in Teacher Education, 29, 2. 

How can university faculty use communicating-to-learn activities to enliven discussions, check understanding, and assess learning? By incorporating various reading, writing, listening, speaking, and thinking strategies into their classes, faculty are teaching through example and are making classes invigorating. As such, their undergraduate and graduate elementary and secondary students can use similar techniques in their preK-12 classes. Along with providing detailed descriptions of creative activities, this article examines the research and includes additional resources, such as university websites with descriptions of writing-to-learn suggestions.

Williams, Peter E.; Hellman, Chan M. (2004).  Differences in Self-Regulation for Online Learning between First- and Second-Generation College Students  Research in Higher Education, 45, 1. 

Self-regulation is generally accepted as an important construct in student success within environments that allow learner choice, such as online courses. The purpose of the current study was to investigate differences between first- and second-generation college students' ability to self-regulate their online learning. An ANCOVA, with comfort level using the computer as a control, provided evidence that first-generation students report significantly lower levels of self-regulation for online learning than their second-generation counterparts.

Williams, Peter John (2007).  Valid Knowledge: The Economy and the Academy  Higher Education: The International Journal of Higher Education and Educational Planning, 54, 4. 

The future of Western universities as public institutions is the subject of extensive continuing debate, underpinned by the issue of what constitutes "valid knowledge". Where in the past only propositional knowledge codified by academics was considered valid, in the new economy enabled by information and communications technology, the procedural knowledge of expertise has become a key commodity, and the acquisition of this expertise is increasingly seen as a priority by intending university students. Universities have traditionally proved adaptable to changing circumstances, but there is little evidence to date of their success in accommodating to the scale and unprecedented pace of change of the Knowledge Economy or to the new vocationally-oriented demands of their course clients. And in addition to these external factors, internal ones are now at work. Recent developments in eLearning have enabled the infiltration of commercial providers who are cherry-picking the most lucrative subject areas. The prospect is of a fracturing higher education system, with the less adaptable universities consigned to a shrinking public-funded sector supporting less vocationally saleable courses, and the more enterprising universities developing commercial partnerships in eLearning and knowledge transfer. This paper analyses pressures upon universities, their attempts to adapt to changing circumstances, and the institutional transformations which may result. It is concluded that a diversity of partnerships will emerge for the capture and transfer of knowledge, combining expertise from the economy with the conceptual frameworks of the academy.

Williams, Robert L., II; Chen, Meng-Yun; Seaton, Jeffrey M. (2003).  Haptics-Augmented Simple-Machine Educational Tools.  Journal of Science Education and Technology, 12, 1. 

Describes a unique project using commercial haptic interfaces to augment the teaching of simple machines in elementary school. Suggests that the use of haptics in virtual simple-machine simulations has the potential for deeper, more engaging learning. 

Williams, Roy (2000).  Diffusion of Appropriate Educational Technology in Open & Distance Learning in Developing Commonwealth Countries. Final Project Report. 

The Diffusion of Appropriate Educational Technology in Open and Distance Learning in Developing Countries project was designed to determine awareness and use of educational technologies and communications media in developing countries, to identify factors constraining wider use of educational technologies by developing nations, and to explore possible solutions to the problem. The project consisted of the following phases: (1) a literature search and document review; (2) surveys and in-country research of selected programs and institutions; and (3) field study trials in eight countries in Africa, Asia, the Caribbean, and the Pacific. The following were among the factors constraining wider use of educational technology: lack of skilled personnel, data transmission lines, and Internet service providers; lack of policy and coordination; high costs of technology; and inadequate demonstration of courseware's pedagogical value. The field trials demonstrated the following things: (1) training in new systems is essential for their use; (2) users who are informed of the benefits of change are more likely to consider it seriously and support its adoption; and (3) change requires policy and vision. The study yielded specific recommendations regarding the following areas: strategic policy and planning; research and knowledge bases; and developing and demonstrating new approaches and models and offering training to support them. | [FULL TEXT]

Williams, Sarah C. (2002).  How Speech-Feedback and Word-Prediction Software Can Help Students Write.  TEACHING Exceptional Children, 34, 3. 

A case study is described that examines the experience of a seventh-grader with learning disabilities in written expression and his use of word prediction and speech feedback software during journal writing. Results indicate instruction and instructional feedback play a critical role in student success, regardless of the availability of technology.

Williams, Sean; Pury, Cindy (2002).  Student Attitudes toward and Participation in Electronic Discussion.  International Journal of Educational Technology, 3, 1. 

Reports the findings of a study conducted on Clemson University's electronic collaboration tool "Collaborative Learning Environment" in order to determine student opinions, and specifically why they didn't collaborate with each other in a discussion but instead repeated the teacher-as-questioner and student-as-answerer paradigm. Outlines an experimental online collaboration pedagogy.

Williams, Vicki (2004).  Teachnology: Web-Based Instruction's Dual Environment  International Journal on E-Learning, 3, 4. 

To involve learners in any form of distance instruction, we ask them to cope with multiple environments. In web-based instruction (WBI), there is the technology environment and the learning environment. Learners must cope with these environments apart from the instructor and most technical support. To make the instruction available at any time and any place, distance learning introduces a technical environment as well as the learning environment we strive so hard to create. This paper describes these two environments that distance learners must master in order to learn effectively and, what we as designers and instructors of web-based instruction can do to support students' learning strategies. The author makes recommendations for minimizing the impact of the technical environment students are forced into and maximizing the learning environment. Among the major incentives for doing research is the exploration of new ideas and the contributions to the knowledge base in a discipline. In theory, the reason for doing this is to avoid repeating errors and move on to making new ones. As we test new theories and new hypotheses in web-based instruction (WBI) design, we often discover that we have more questions after testing the hypotheses than before. Likewise, by making what we hypothesize to be enhancements to instruction, we may inadvertently be creating barriers instead.

Williamson, Andy; Nodder, Carolyn; Baker, Patrick (2001).  A Critique of Educational Technology Research in New Zealand since 1996. 

This paper examines literature relating to research into educational technology in New Zealand published since 1996. The literature ranged from conference presentations to journal articles, both printed and online, and from collaborative international research to the reporting of teaching experience. The study looks at the relationship between the researchers' choice of methodology and their pedagogical framework, concluding that, while much of the literature in this field is comparatively light methodologically, this can be justified by a constructivist approach to teaching and learning. It is concluded that New Zealand research appears to be maturing, but questions must be asked about a climate that encourages research purely for the sake of the research output and where funding is limited. Perhaps because of the lack of funding opportunities, researchers are grounded in praxis, more interested in looking at what they do than exploring the theoretical possibilities that technology could offer. Although researchers tend to ignore the lessons of history, findings show that government policy is a concern for a number of researchers. This is primarily in terms of the policy makers not being able keep pace with the rapid changes. Issues such as funding and training for staff are also discussed. 

Williamson, Ben (2007).  Viewpoints: Teaching and Learning with Games?  Learning. 

In this article, findings from a recent one-year research project that investigated the use of games in a variety of school settings are described and discussed. The project involved four schools and 12 teachers designing classroom activities around specific games to support learners both within the formal national curriculum and in the context of competence-based curricula. Some of the conclusions of the Teaching with Games project make for surprising reading. Countering many assumptions currently held by teachers, it suggests that computer games may not always offer children motivation to learn when they are introduced into classroom contexts. It also finds that the formal curriculum may not act as a significant barrier to teaching and learning with computer games, perhaps contrary to assumptions held by some teachers and researchers of ICT in education. The Teaching with Games project has found that children's engagement with games in both formal and nonformal settings is far from straightforward, and while it certainly does not condemn the use of games for educational purposes, it is cautious in the face of what has in recent years occasionally become a hysterical discourse.

Williamson, David M.; Bauer, Malcolm; Steinberg, Linda S.; Mislevy, Robert J.; Behrens, John T.; DeMark, Sarah F. (2004).  Design Rationale for a Complex Performance Assessment  International Journal of Testing, 4, 4. 

In computer-based interactive environments meant to support learning, students must bring a wide range of relevant knowledge, skills, and abilities to bear jointly as they solve meaningful problems in a learning domain. To function effectively as an assessment, a computer system must additionally be able to evoke and interpret observable evidence about targeted knowledge in a manner that is principled, defensible, and suited to the purpose at hand (e.g., licensure, achievement testing, coached practice). This article describes the foundations for the design of an interactive computer-based assessment of design, implementation, and troubleshooting in the domain of computer networking. The application is a prototype for assessing these skills as part of an instructional program, as interim practice tests and as chapter or end-of-course assessments. An Evidence Centered Design (ECD) framework was used to guide the work. An important part of this work is a cognitive task analysis designed (a) to tap the knowledge computer network specialists and students use when they design and troubleshoot networks and (b) to elicit behaviors that manifest this knowledge. After summarizing its results, we discuss implications of this analysis, as well as information gathered through other methods of domain analysis, for designing psychometric models, automated scoring algorithms, and task frameworks and for the capabilities required for the delivery of this example of a complex computer-based interactive assessment.

Williamson, Edward A.; Slye, Gail L. (2002).  Developmental Pathways and Technology: The Foundations of Enhanced Intellectual Excellence. 

The combination of technology applications and an understanding of developmental pathways theory enhances intellectual growth for preservice teachers. Utilizing the theories developed by Dr. James Comer and integrating them with state of the art technological applications, this paper describes one model of preservice education that has been remarkably successful in bridging the gap between synchronous and asynchronous instruction. The developmental pathways are divided into the following areas: physical, cognitive, psychological, social, ethical, and language. The paper focuses on the utilization of the developmental pathways in an educational foundations course taught at Drury University (Missouri). Examples of technological applications for each pathway are presented and discussed.   | [FULL TEXT]

Williamson, Jo; Redish, Traci (2007).  Building Technology Facilitators and Leaders: A Standards-Based Approach  Learning & Leading with Technology, 35, 1. 

In this article, the authors introduce International Society for Technology in Education's (ISTE) Technology Facilitation (TF) and Technology Leadership (TL) standards and offer suggestions as to how these standards might be used to improve the performance and professional status of instructional technology specialists in the field. In fall 2001, ISTE partnered with the National Council for Accreditation of Teacher Education (NCATE) to publish the TF and the TL standards. The TF standards are designed for lead teachers or instructional technology specialists who facilitate technology integration at the building level. The TL standards are designed for PK-12 coordinators, specialists, or directors who lead technology programs at the district, regional, state, or national level.

Willinsky, John (2005).  Just Say Know? Schooling the Knowledge Society  Educational Theory, 55, 1. 

This review essay challenges the practice of rooting educational theory in the economic assumptions that underlie the current championing of a knowledge society. It examines the approaches of three recent works: one book, Andy Hargreaves's Teaching in a Knowledge Society, and two edited collections, Barry Smith's Liberal Education in a Knowledge Society and Peter Jarvis's The Age of Learning. These works deal with the concept of a knowledge society in terms of the professional development of teachers, the cognitive development of students, and the role of adult education. While these books pose critical and interesting challenges to the idea of a knowledge society, they also speak, as a whole, to the need for a more coherent defense among educators of knowledge's place within a public sphere that is imagined to exist on a global scale. This defense is especially important in the face of an increasingly commercialized approach to knowledge that is affecting schools and universities alike.

Willis, Barry (2003).  The Benefits/Costs of Distance Education: Are the Benefits Worth the Costs?  Educational Technology, 43, 6. 

Discusses how to determine the benefits and costs of distance education programs. Highlights include analyzing long-term costs, including student and academic support, program administration, marketing, and research and development; identifying and serving stakeholders; focusing on niche programs where a market exists; understanding the competition; and for-profit versus nonprofit institutions.

Willis, Dee Anna, Ed. (2001).  Electronic Portfolios. [SITE 2001 Section]. 

This document contains the following papers on electronic portfolios from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Portfolios: The Plan, the Purpose, a Preview" (Val Christensen and others); (2) "Electronic Portfolios (EP): A How To Guide" (Jerry P. Galloway); (3) "Electronic Portfolios: A Glimpse into a Child's Education" (Claire Smith Hornung); (4) "Electronic Portfolios: Developed by Preservice Educators To Show Teaching Skills and Philosophies To Be Used by Future Employers" (Roger L. Olsen and David H. Dimond); (5) "Implementing Web-Based Electronic Assessment in a Graduate Instructional Technology Program" (Melissa E. Pierson and Michael Rapp); (6) "Electronic Portfolios: Technology Integration and the Preservice Teacher" (Beverly Ray and others); (7) "The Implementation and Integration of Web-Based Portfolios into the Proteach Program at the University of Florida" (Gail Ring); (8) "Easy Methods and Media for Creating Electronic CDROM Portfolios" (Desmond Rodney and others); (9) "Online Portfolios for Educational Technology Graduate Students: An Ongoing Capstone Project" (Jennifer L. V. Sparrow); (10) "The Impact of Electronic Portfolios on Early Experience Preservice Elementary Teachers in Integrating Technology into their Instructional Process" (Jane Strickland and others); (11) "Making the Case for Science Teacher Learning: An Analysis of Argument and Evidence in Electronic Portfolios" (Carla Zembal-Sual and Tom Dana); and (12) "A Pilot Project: Integrating Multimedia Portfolio Development into the Preservice Teacher Education at Randolph-Macon College" (Zizi Zhang). Most papers contain references. | [FULL TEXT]

Willis, Dee Anna, Ed. (2001).  International. [SITE 2001 Section]. 

This document contains the following papers on international issues from the SITE (Society for Information Technology & Teacher Education) 2001 conference: (1) "Attitudes of Malaysian Vocational Trainee Teachers towards the Integration of Computer in Teaching" (Ab. Rahim Bakar and Shamsiah Mohamed); (2) "Views from an Asian Bridge: How International Students See Us and Still Survive" (Richard Cornell and others); (3) "Creating Virtual Learning Communities in Africa: Issues and Challenges" (Osei K. Darkwa); (4) "ICTs for Learning: An International Perspective on the Irish Initiative" (Eileen Freeman and others); (5) "An In-Service Program in Applied Linguistics for Language Teachers" (Diana Jenkins and others); (6) "Virtual Exchange Program: Coming to a Computer Near You?" (Chris Junghans); (7) "An Overview of Information Technology on K-12 Education in Taiwan" (Greg Lee and Cheng-Chih Wu); (8) "Findings from the Project for the Longitudinal Assessment of New Information Technologies (PLANIT): 2000-2001" (Cesar Morales and others); (9) "Evaluation of the Girls Research Opportunities in Computing (Girls R.O.C.)" (A. Dale Mangoun and Charlotte H. Owens); (10) "Teacher and Student Attitudes toward Computers, 1999-2000: Findings from a Suburban Texas School District" (Gerald Knezek and Rhonda Christensen); (11) "Teachers and Students' Attitudes toward Computers in Mexico: Results of Phase 2000" (Cesareo Morales); (12) "Preservice Teachers' Attitudes toward Information Technology in Brunei" (Mint Swe Khine); (13) "Findings from Thailand for the Longitudinal Assessment of New Information Technologies" (Nanta Palitawanont); (14) "Multimedia in Chinese Elementary Schools" (John Ronghua Ouyang and James E. Yao); (15) "An Instrument To Measure Malaysian Teachers' IT Preparedness" (Wong Su Luan and others); (16) "An In-Service Program for Ecuadorian Teachers. The Innovation of Elementary Education in the Santa Elena Peninsula Project" (Martin Valcke and Katherine M. Chiluiza); and (17) "Critical Kiwi Chronicles: Technology and Teacher Education in New Zealand" (Cameron White). An abstract of the following paper is also included: "An Introductory Internet Skills Program for Teacher Education: Or from Practice to Theory: A Case Study" (Cameron Richards and Mita Bhattacharya). Most papers contain references. | [FULL TEXT]

Willis, Dee Anna, Ed. (2002).  International. [SITE 2002 Section]. 

This document contains the following papers on international issues from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "The Management of Technological Change within Faculties in International American Schools" (Martine Audeoud); (2) "Going Global: Using a Website Development Project To Teach Technology Integration, Enhance Global Perspective, and Empower Students To Imagine the Teaching Possibilities in Their Own Technology Enabled Classrooms" (Candy Beal, James Clark, Marsha Alibrandi, Amanda Robertson, Judy Lambert, and Shannon White); (3) "International Leadership for Educational Technology: A Transatlantic Bridge for Doctoral Studies" (Niki Davis, Andrew Brown, Kara Dawson, Elsebeth Sorenson, Jose Luis Rodriguez, Glen Bull, Zahrl Shoeny, Christina Preston, and Victo Udin); (4) "Teaching and Learning in Information and Communication Technology and Modern Foreign Languages" (John L. Chatterton and Chris Willan); (5) "UAE IT Challenge Competition and Zayed University--Project Overview" (Jacques E. Morin and George Kontos); and (6) "Web-Based Learning: An Action Research" (Chien-Hsing Wang). A brief summary of a conference presentation on the Internet and education in the United States and China is also included. Most papers contain references. | [FULL TEXT]

Willis, Dee Anna, Ed.; Price, Jerry, Ed.; Davis, Niki, Ed. (2002).  Proceedings of SITE 2002: Society for Information Technology & Teacher Education International Conference (13th, Nashville, Tennessee, March 18-23, 2002). 

This proceedings contains papers from the 2002 Society for Information Technology & Teacher Education (SITE) conference. Papers are organized in the following sections: (1) Invited Papers and Invited Panels; (2) Concepts & Procedures; (3) Corporate & Distance Education; (4) Diversity/Equity; (5) Educational Computing Course; (6) Educational Leadership; (7) Electronic Portfolios; (8) Faculty Development; (9) Fine Arts; (10) Graduate and Inservice Education; (11) Instructional Design; (12) International; (13) Mathematics; (14) New Media; (15) Partnerships across Organizations; (16) Preservice Teacher Education; (17) PT3 (Preparing Tomorrow's Teachers To Use Technology) Papers; (18) Reading, Language Arts, and Literacy; (19) Research; (20) Science; (21) Simulations; (22) Social Studies; (23) Special Needs; (24) Technology Diffusion; (25) Telecommunications: Graduate and Inservice & Faculty Use; (26) Telecommunications: Preservice, Inservice, Graduate, and Faculty; (27) Telecommunications: Systems and Services; (28) Theory; (29) Video Cases; and (26) Young Child. In addition to long and short papers, many brief summaries of conference presentations are also included. | [FULL TEXT]

Willis, Elizabeth; Tucker, Gary; Gunn, Cathy (2003).  Developing an Online Master of Education in Educational Technology in a Learning Paradigm: The Process and the Product.  Journal of Technology and Teacher Education, 11, 1. 

Describes the development of a new online degree program at Northern Arizona University, the Educational Technology Master of Education. Topics include the political process; evidence of need; teachers and technology; professional development for technology use; learning communities; the learning paradigm regarding the mission of a college; and revisions in the program.

Willis, Jana M.; Cifuentes, Lauren (2002).  Moving beyond the Training Environment to a Vision of Technology Integration in the Classroom Curriculum: A Case Study (August 2001). 

Teachers participating in technology training must move beyond training classrooms to apply teaching methods that facilitate technology integration in their classrooms. Most adoption literature comes from proponents of innovations and outcomes resulting from applications of innovations, but more case studies of teacher experiences in technology integration processes are needed to better understand how to facilitate integration. The purpose of this study was to determine to what extent teachers: (1) alter their teaching methods; and (2) integrate technology into their classroom curriculum during and after a technology-training course designed to prepare teachers to use technologies to support their teaching and student learning. The course under investigation was offered in both online (OL) and face-to-face (F2F) delivery modes. Comparison of both modes of instruction on teacher professional development within the subject area of technology training and implementation was conducted. Case study methods were applied to gain an understanding of the experiences of teachers as they moved through an OL or F2F course designed to prepare teachers for integrating technology into the curriculum. Complementary data collection processes were used in each of the eight cases to provide depth and breadth in identifying and analyzing the barriers and processes affecting the impact of the training course. The study suggests that teachers increase their use of technology in the classroom during and after training in the process of integrating technology into the curriculum. Further, teachers do not alter their existing teaching methods as they integrate technology, but use technology in ways that support their current classroom practices. The study confirmed the existence of intrinsic and extrinsic barriers that interfere with teachers' abilities to integrate technology into the classroom curriculum. Several other factors that impact technology integration were noted in this study. | [FULL TEXT]

Willis, Jerry (2003).  Instructional Technologies in Schools: Are We There Yet?  Computers in the Schools, 20, 1-2. 

Some predictions made by the author 20 years ago, in the first issue of Computers in the Schools, are revisited. The author explains how he didn't see some trends that developed and how he predicted things that never came to pass. A distinction is made between empirical and ideological arguments for using technology in the schools. Numerous problems associated with relying on empirical evidence to make the case for educational technology are iterated. Ideology, not empirical evidence, drives most of the debate on whether technology can improve teaching and learning, and various ideologies are discussed.

Willis, Jerry; Kim, Seung H. (2006).  Using Computers in Educational and Psychological Research: Using Information Technolgies to Support the Research Process  [Charles C. Thomas, Publisher, Ltd] 

This book has been designed to assist researchers in the social sciences and education fields who are interested in learning how information technologies can help them successfully navigate the research process. Most researchers are familiar with the use of programs like SPSS to analyze data, but many are not aware of other ways information technologies can support the research process. Major topics include: (1) computers and research in education and psychology; (2) locating appropriate literature; (3) on-line sources of information; (4)basic tools and (5) securing your data; (6) analyzing data with spreadsheets; (7) analyzing data with statistical software; (8) qualitative data analysis strategies; (9) software for analyzing qualitative data; (10) writing proposals and papers using advanced word processing features; and (11) creating scholarly multimedia presentations. This book covers all aspects of the research process, covers both qualitative and quantitative research methods, is rich in links and references to additional resources, and is written in an informal, approachable style.

Willms, Ed (2007).  CAD/CAM: Practical and Persuasive in Canadian Schools  Tech Directions, 66, 10. 

Chances are that many high school students would not know how to use drafting instruments, but some might want to gain competence in computer-assisted design (CAD) and possibly computer-assisted manufacturing (CAM). These students are often attracted to tech courses by the availability of CAD/CAM instructions, and many go on to impress employers with their CAD abilities. In this article, the author examines the current state of CAD/CAM instruction in Canada. The province of Ontario is typical of the Canadian approach to technology. Generally speaking, schools there have avoided modular education, but given support to teaching current technologies in the schools. As early as the late 1980s, schools with personal computers in their technology labs and classrooms won the support of the Ministry of Education. The Ministry mandated CAD in 1993, providing school-wide site licenses for popular products like AutoCAD and CorelDRAW. The Ministry went a step further in 1990 under its "tech renewal funding formula," stating that it would only endorse and fund capital equipment purchases that were computer-related. The trend in design software distribution in Canada lately has been