Educational Technology | Z

Zheliazkova, Irina; Kolev, R. (2008).  Task Results Processing for the Needs of Task-Oriented Design Environments  Computers & Education, 51, 1. 

This paper presents learners' task results gathered by means of an example task-oriented environment for knowledge testing and processed by EXCEL. The processing is domain- and task-independent and includes automatic calculation of several important task and session's parameters, drawing specific graphics, generating tables, and analyzing the correlation coefficient. The intention is to design and implement a specialized tool called postprocessor for support of a common task base, learner's model and decision making of the author and teacher by means of an environment for individually planned teaching courseware.

Zheng, Robert; Stucky, Bradd; McAlack, Matt; Menchaca, Mike; Stoddart, Sue (2005).  WebQuest Learning as Perceived by Higher-Education Learners  TechTrends: Linking Research & Practice to Improve Learning, 49, 4. 

The WebQuest as an inquiry-oriented approach in web learning has gained considerable attention from educators and has been integrated widely into curricula in K-12 and higher education. It is considered to be an effective way to organize chaotic internet resources and help learners gain new knowledge through a guided learning environment. Originated by Bernie Dodge and Tom March in 1995, the WebQuest is an instructional tool for inquiry-oriented learning in which learners interact with resources on the Internet, develop small group skills in collaborative learning and engage in higher level thinking. The WebQuest can be designed within a single discipline or be interdisciplinary. Two levels of WebQuests exist: short term and long term. Short term WebQuests focus on learners' knowledge acquisition and integration that can be completed in one to three class hours, whereas long term WebQuests emphasize learners' ability to extend and refine knowledge. Long term WebQuests may take between one week and a month in a classroom setting. A well designed WebQuest typically contains six parts: (1) introduction; (2) task; (3) information sources; (4) description of process; (5) guidance; and (6) conclusion. These segments guide learners through WebQuest activities by providing descriptive background information, defining tasks, supplying information resources needed to complete tasks and offering a description of the process learners should go through in accomplishing tasks. This paper offers a discussion of the underlying constructs of WebQuests followed by the report of a study examining existing issues regarding WebQuest learning. Implications for teaching and learning with WebQuests will be made, along with suggestions for future research.

Zheng, Yanlin; Li, Luyi (2008).  A Three-Dimensional Context-Awareness Model for Peer Recommendation in the E-Learning Context  International Journal on E-Learning, 7, 1. 

It is widely recognized that peer interaction is valuable for improving learning and achievement. This article proposes a three-dimensional context-awareness (CA) model to help learners in distributed e-learning settings to find suitable peers for potential collaboration. Based on the recognition of the e-learning context that involves the "Knowledge Context," "Social Context" and "Technical Context," this article proposes a three-dimensional CA model for peer recommendation, including "CA to Knowledge Relevance," "CA to Social Proximity," and "CA to Technical Access." A case study is designed to examine learners' perceptions toward the CA model, demonstrating that the CA model can be acknowledged by the learners. Finally, this article discusses the general value (more than only being applied in peer recommendation) of the CA model.

Zheng, Yanlin; Yano, Yoneo (2007).  A Framework of Context-Awareness Support for Peer Recommendation in the e-Learning Context  British Journal of Educational Technology, 38, 2. 

For learners in distributed e-learning environments, it is difficult, but very important, to locate the right peer for collaboration on the right knowledge, at the right time and in the right way. This paper proposes the use of context awareness (CA) to support peer recommendation in the e-learning context. For this purpose, this paper explores the e-learning context that involves "knowledge", "social" and "technical contexts". Accordingly, this paper proposes a three-dimensional CA model for peer recommendation that includes "CA to knowledge potential, social proximity" and "technical access". By matching the peer seeker and the peer candidate with respect to these three dimensions, the CA information is promising as an aid to the peer seeker in finding suitable knowledge collaborators. The importance of activity context is highlighted in CA-supported peer-recommendation mechanism. A five-dimensional (who, what, how, when and where) representation approach is suggested for activity-context description.

Zuhairi, Aminudin; Adnan, Irma; Thaib, Dina (2007).  Provision of Student Learning Support Services in a Large-Scale Distance Education System at Universitas Terbuka, Indonesia  [Online Submission] 

This paper addresses the practice and experience of Universitas Terbuka (UT) in the provision of learning support services for students in a large-scale distance education system. The UT, which has a network of 37 regional offices and participating institutions, has challenges to provide and manage effective learning support system for more than 340,000 students, residing in various locations of Indonesia, a country with diverse level of the quality in terms of transportation, communication and technological infrastructure and facilities. UT has developed a systematic learning support system for distance students on the considerations that students' independent and autonomous learning effort have to be enhanced with institutional support, which is managed centrally from the Headquarters as well as regionally by each of the Regional Offices throughout the country. UT student learning support system includes services such as tutorial, academic advising and counselling, study group activity, academic administration services for students, and organisation of student activities. Regional Offices has central roles in managing, implementing and networking with local partners to ensure the effectiveness of learning support at frontline level, even though policies are set at the Head Office. The aim of systematic learning support in distance education is to facilitate quality student learning process suited to students' learning needs and flexibility, and ensure that students proceed their learning activities through access to various means of learning support. | [FULL TEXT]

Zounek, Jiri (2005).  Information and Communication Technologies (ICT) and Learning-and Teaching-Friendly Environment in Contemporary Czech School  [Online Submission] 

The contribution is another output of a three-year research project called Information and Communication Technologies (ICT) and School Culture (Towards the Role of ICT in the Development of Czech School Culture, Czech Science Foundation, grant #406/03/P119). The author presents some results of this empirical research stage, addressing the key domain of school functioning-"the learning-and teaching-friendly environment"- in detail at two levels. He first shows at a general level which elements of learning-friendly environment are most influenced by ICT, how ICT integration into the process of creation of learning- and teaching friendly environment may be enhanced, and conversely, which barriers to ICT implementation there can be. In another part of the paper, the author analyzes the responses of the headmasters relating to the situation at their respective school, e.g. how they feel they have been successful at exploiting ICT to create a learning-and teaching-friendly environment or where they perceive scope for ICT use improvement. | [FULL TEXT]

Zucker, Andrew (2004).  Developing a Research Agenda for Ubiquitous Computing in Schools  Journal of Educational Computing Research, 30, 4. 

Increasing numbers of states, districts, and schools provide every student with a computing device; for example, the middle schools in Maine maintain wireless Internet access and the students receive laptops. Research can provide policymakers with better evidence of the benefits and costs of 1:1 computing and establish which factors make 1:1 computing more or less effective. To think about the research that is most needed, a framework is discussed focusing on critical features of 1:1 initiatives (e.g., the technology used), interactions and intermediate outcomes (e.g., impacts on teaching and instruction), and ultimate outcomes (e.g., impacts on students and their learning). Some especially high priorities for research on 1:1 computing are identified and discussed, including: investigating the impacts on student achievement, especially for low-achieving students; understanding better the costs of 1:1 computing; and documenting the implementation and impacts of large-scale 1:1 initiatives.

Zucker, Andrew A. (2006).  Development and Testing of "Math Insight" Software  Journal of Educational Technology Systems, 34, 4. 

Computers running appropriate software hold great promise for teaching and learning mathematics. To this end, SRI International developed an integrated, computer-based problem solving environment called "Math Insight" that included interactive tools, such as a spreadsheet and dynamic geometric sketches, and professionally produced videos used to situate a wide variety of mathematics challenges. The developers envisioned that "Math Insight" would develop students' mathematics skills and their proficiency with computer-based tools, based on solving novel problems incorporated in the software. Evaluation data from teachers and students were positive. However, a number of factors worked against commercialization, including passage of the No Child Left Behind Act, a decrease in school technology funds, and a large decline in education software sales. Freely available mathematics applets and open source software are becoming an important alternative source of software for mathematics education. However, whatever software solutions are chosen, policymakers must be sure that they are part of a coherent education program.

Zucker, Andrew A.; Hug, Sarah T. (2007).  A Study of the 1:1 Laptop Program at the Denver School of Science & Technology  [Online Submission] 

Background: The states of Maine and Pennsylvania support 1:1 laptop programs in which every student is provided with a personal computer. Many other states, districts, and schools also have full or pilot 1:1 laptop programs. Purpose: As 1:1 laptop programs grow in number and size, more information is needed about the impacts on teaching, learning, and assessment when every student has a computer. Setting: The Denver School of Science and Technology (DSST) is a public charter high school that first served ninth grade students in 2004-2005. The school is racially and economically diverse. About 40% of the students are from low-income families. The school's test scores have been among the highest in Denver and the entire state and the Colorado Commissioner of Education wrote in early 2008 that the school "is the example of a model high school." Study Sample: All teachers (32) and students (428) in the school were asked to complete detailed online surveys. Intervention: DSST has been a 1:1 laptop school since it started. Students in grades 9 and 10 receive laptop computers. Students in grades 11 and 12 receive tablet computers. Teachers and students make extensive use of computers for teaching, learning, and assessment. In some classes, the textbooks are electronic, stored on students' computers. Software called ExamView is used often to assess students' progress as part of a carefully designed Benchmark Assessment Program. Research Design: Descriptive; Cross-Sectional; Statistical Survey; Qualitative. Control or Comparison Condition: None. Data Collection and Analysis: Response rates on the surveys were more than 90% for teachers and above 75% for students. Other data came from interviews, document review, focus groups, and observations. Findings: DSST teachers and students use laptops daily while at school, for many purposes. This is in marked contrast to students' use of technology in the schools they attended before DSST, when the majority report that they either never used technology in regular classrooms (35%) or used computers in classrooms only once a month or less (38%). Teachers, students, and administrators are strong supporters of the 1:1 laptop program and report positive impacts on students' learning and engagement. The school's Benchmark Assessment Program makes extensive use of the laptops. Conclusion: This is a successful 1:1 laptop program in an excellent public charter high school. Two lessons stand out. First, the school does not even mention 1:1 computing in its mission statement. Instead, DSST is driven by its mission to provide an outstanding education and by its core values (Respect, Responsibility, Integrity, Doing Your Best, Courage, and Curiosity). Laptops are used to meet school goals, not as a separate goal. By design, much of the demand for computer applications has been generated by teachers themselves. The second lesson is that the school supports the laptop program in many ways besides loaning students computers. These include a rich vision of what constitutes excellence in teaching, learning, and assessment; professional development; software; use of administrative applications (such as Infinite Campus); on-site technical help; and other supportive elements. The laptops do not stand alone; they are well integrated and well supported by the school. As a result of the decisions that have been made by the school, DSST's 1:1 program provides a good model for other schools. Citation: Zucker, A.A. & Hug, S.T. (2007). A Study of the 1:1 Laptop Program at the Denver School of Science & Technology. Denver, CO: Denver School of Science and Technology.  | [FULL TEXT]

Zucker, Andrew; Dove, Tracey; McGhee, Raymond (2000).  Effective Teacher Professional Development in the Uses of Technology.  Journal of Interactive Instruction Development, 12, 4. 

Examines the process of integrating technology into schools. Discusses lack of teacher preparation; underuse of technology; inadequate technical support; the need for more time and money; necessary conditions for effective technology integration; the federal government's role; the role of national organizations and of states; and improving professional development.

Zucker, Tricia A.; Invernizzi, Marcia (2008).  My eSorts and Digital Extensions of Word Study  Reading Teacher, 61, 8. 

"My eSorts" is a strategy for helping children learn to read and spell in a socially motivated context. It is based on developmental spelling research and the word study approach to teaching phonics and spelling. "eSorting" employs digital desktop publishing tools that allow children to author their own electronic word sorts and then share these eSorts with their classmates at the classroom computer center. This article outlines the rationale for using digital extensions of word study and describes findings from a formative study that explored the effectiveness of eSorts with a group of first graders. The exploratory project suggests eSorts may help students solidify knowledge of spelling features while also fostering a positive attitude toward literacy.

Zimitat, Craig (2007).  Capturing Community of Practice Knowledge for Student Learning  Innovations in Education and Teaching International, 44, 3. 

Case studies are an important vehicle for student learning in problem-based learning curricula and higher education. "WebCaseStudy.com" was designed to support student learning through case studies in a simulated community of practice. This paper reports on the process of capturing community of practice knowledge for case studies to support student learning.

Zohar, Anat (2008).  Teaching Thinking on a National Scale: Israel's Pedagogical Horizons  Thinking Skills and Creativity, 3, 1. 

Like other countries, Israel had its share of projects that see the implementation of inquiry and higher order thinking in schools as their main goal. However, although many of these projects were quite successful, they did not succeed in changing the bulk of teaching and learning in Israeli schools. This article describes a new national educational policy called "Pedagogical Horizons for Learning". The goal of this policy is to move the whole educational system towards a focus on higher order thinking and deep understanding. Such a move must consider the knowledge gained from previous projects but it must also lean on strategies for implementing systemic educational change. Implementing the goals of the "Pedagogical Horizons for Learning" on a national scale requires simultaneous work on three-dimensions: (a) curriculum, learning materials and standards; (b) professional development; and (c) assessment. The article outlines the plan for each of these three-dimensions and provides some accounts of the first stages of the implementation process.

Zhan, Suxian (2008).  Changes to a Chinese Pre-Service Language Teacher Education Program: Analysis, Results and Implications  Asia-Pacific Journal of Teacher Education, 36, 1. 

The current nation-wide reform of Chinese primary and secondary education prompted an empirical research project, "An empirical investigation of in-service English teachers in primary and secondary schools and a study of a pre-service language teacher education program", conducted at Baoding, China. This project is considered as potentially relevant to other Chinese and Asian nations that are engaged in the transformation of their provision of English language instruction. This project was developed in two stages: first, it sought data from in-service English teachers, using questionnaires and interviews with English teachers from schools differentiated by geographical context and system; and second, these data were used to inform the design of a new pre-service English teacher education program. In this paper, the consultative processes of Stage 1 are discussed and the teachers' proficiencies in the new direction of teaching English are critically examined. On the basis of these data, reflections and implications of the strengths and weaknesses of the present pre-service language teacher training program are made.

Zhang, BaoHui; Liu, Xiufeng; Krajcik, Joseph S. (2006).  Expert Models and Modeling Processes Associated with a Computer-Modeling Tool  Science Education, 90, 4. 

Holding the premise that the development of expertise is a continuous process, this study concerns expert models and modeling processes associated with a modeling tool called Model-It. Five advanced Ph.D. students in environmental engineering and public health used Model-It to create and test models of water quality. Using "think aloud" technique and video recording, we captured their computer screen modeling activities and thinking processes. We also interviewed them the day following their modeling sessions to further probe the rationale of their modeling practices. We analyzed both the audio-video transcripts and the experts' models. We found the experts' modeling processes followed the linear sequence built in the modeling program with few instances of moving back and forth. They specified their goals up front and spent a long time thinking through an entire model before acting. They specified relationships with accurate and convincing evidence. Factors (i.e., variables) in expert models were clustered, and represented by specialized technical terms. Based on the above findings, we made suggestions for improving model-based science teaching and learning using Model-It.

Zhang, Chenfeng; Liu, Xiaohong (2006).  A Comparison of the Integration of Instructional Technology between American and Chinese High School Teachers  International Journal of Instructional Media, 33, 2. 

This article deals with a survey of technology skills levels, integration of instructional technology in high school classrooms, with both American and Chinese high school teachers. The purpose of the survey is to understand the integration and technology skills of these teachers. The similarity in the use of instructional technology between American and Chinese high school teachers, is that both of them were using certain common technologies. The difference is that, the frequency of usage was different. Among other things, the authors believe that along with more understanding of the importance of instructional technology and more skillful in instructional technologies, more teachers will be using more technologies in more of the courses they teach.

Zhang, Dongsong (2005).  Interactive Multimedia-Based E-Learning: A Study of Effectiveness  American Journal of Distance Education, 19, 3. 

The author conducted two experiments to assess effectiveness of interactive e-learning. Students in a fully interactive multimedia-based e-learning environment achieved better performance and higher levels of satisfaction than those in a traditional classroom and those in a less interactive e-learning environment.

Zhang, Jianwei (2002).  Incorporating ICT into K-12 Schools: China's Perspective in the Global Backgrounds.  TechTrends, 46, 4. 

Provides an overview of the development of ICT (information and communication technology) in Chinese schools. Topics include hardware; infrastructures; educational resources; teacher training and support; organizational culture in schools; practical uses of ICT in schools, including ICT integration; and future possibilities.

Zhang, Jianwei (2007).  A Cultural Look at Information and Communication Technologies in Eastern Education  Educational Technology Research and Development, 55, 3. 

The Eastern cultural tradition, together with other social factors, has shaped a group-based, teacher-dominated, and centrally organized pedagogical culture. Drawing upon this cultural perspective, this article reviews the development of information and communication technologies (ICT) in Eastern schools, including ICT planning and management, hardware infrastructures, software resources and services, professional development, and ICT-supported educational practices. It highlights the impact of the pedagogical culture on technology use, as well as the role of technology in pedagogical change. The review suggests a number of critical challenges Eastern educators need to address.

Zhang, Jianwei; Scardamalia, Marlene; Lamon, Mary; Messina, Richard; Reeve, Richard (2007).  Socio-Cognitive Dynamics of Knowledge Building in the Work of 9- and 10-Year-Olds  Educational Technology Research and Development, 55, 2. 

This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students collective responsibility for idea improvement. This goal is supported by software--Knowledge Forum--designed to provide a public and collaborative space for continual improvement of ideas. A new analytic tool--inquiry threads--was developed to analyze the discourse used by these students as they worked in this environment. Data analyses focus on four knowledge building principles: "idea improvement; real ideas, authentic problems" (involving concrete/empirical and abstract/conceptual artifacts); "community knowledge" (knowledge constructed for the benefit of the community as a whole); and "constructive use of authoritative sources." Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge evolved. Advances were reflected in progress in refining ideas and evidence of growth of knowledge for the community as a whole. Design strategies and challenges for collective idea improvement are discussed.

Zhang, Li-Fang; He, Yunfeng (2003).  Do Thinking Styles Matter in the Use of and Attitudes toward Computing and Information Technology among Hong Kong University Students?  Journal of Educational Computing Research, 29, 4. 

In the present study, the thinking styles as defined in Sternberg's theory of mental self-government are tested against yet another domain relevant to student learning. This domain is students' knowledge and use of as well as their attitudes toward the use of computing and information technology (CIT) in education. One hundred and ninety-three (75 male and 118 female) students from the University of Hong Kong responded to the Thinking Styles Inventory and to a short questionnaire assessing their attitudes toward the use of CIT in education. The participants also indicated their knowledge and use of a comprehensive list of computing and information technology operations as well as their willingness to receive further training in CIT. Results indicated that, after age and gender being controlled for, the more creativity-generating thinking styles and a preference for working with others (as opposed to a preference for working alone) statistically predicted more knowledge and more frequent use of CIT. Moreover, a favorable attitude toward the use of CIT in education was identified among students of all thinking styles but of the local thinking style. Implications of these findings are discussed in relation to teachers and computing/IT programmers as well as to staff development programs among university teachers.

Zhang, Tianyi; Gao, Tianguang; Ring, Gail; Zhang, Wei (2007).  Using Online Discussion Forums to Assist a Traditional English Class  International Journal on E-Learning, 6, 4. 

This study investigated the influence of online discussion forums on student achievement in reading, writing, grammar, vocabulary, and critical thinking in English as Second Language (ESL) instruction. Fifty-four senior high school students participated in this study and were divided into three groups. Data were collected from achievement posttests, perception surveys, and procedural interviews. The results showed that online discussion forums did not improve students' performance in reading, grammar, or vocabulary, but could influence students' writing skills and provoke critical thinking in face-to-face discussions. This study also found that instructor interventions had an impact on students' attitudes toward online discussions and promoted critical thinking in online discussions.

Zhang, Wei-yuan; Perris, Kirk; Yeung, Lesley (2005).  Online Tutorial Support in Open and Distance Learning: Students' Perceptions  British Journal of Educational Technology, 36, 5. 

The Open University of Hong Kong (OUHK) offers 199 courses with online features to enhance the distance learning environment. The university has arranged these courses to provide students with greater flexibility in interacting with tutors, classmates, and the content itself. Integral to learner flexibility online is access, valuing computers and online learning, endorsement, and language proficiency. The current investigation attempts to explore these issues by examining the perceptions of OUHK students enrolled in courses with online tutorial supports. The methods of questionnaire survey and semi-structured interview were employed. Surveyed using multistage stratified sampling technique were 449 OUHK students enrolled in 18 upper level courses (9 English, 9 Chinese) at the OUHK. Forty-two students were randomly selected for a follow-up interview. Five major topics were explored including: (1) accessing the Internet; (2) perceptions of technology; (3) rationale for using the Internet in course work; (4) learning strategies used by the tutor online; and (5) perceptions of the online tutorial support.

Zhang, Wei-yuan; Yeung, Lai-hung Au (2003).  Online Measurement of Academic Programme Preferences for Distance Learners in Hong Kong  Distance Education, 24, 2. 

The purpose of this paper is to report on the development of the first online self-directed inventory on the measurement of academic programme preferences (MAPP) for potential students at the Open University of Hong Kong (OUHK). In this study, trait-factor theory and personality type theory were employed. 1,963 respondents in Hong Kong were surveyed using a multi-stage stratified cluster sampling technique. The inventory, consisting of 132 items, was developed and eight personal attributes were found: "Influential," "Enterprising," "Social," "Helping," "Explorative," "Technological," "Logical," and "Reflective." The minimum desirability of each of these attributes for all programmes offered at the OUHK was assessed by course administrators. Students' ratings on the eight personal attributes were evaluated against the minimum ratings, based on a nine-point scale, to determine their academic preferences. A computer-assisted multidimensional MAPP was set up online in both English and Chinese and was linked to the University's homepage. By completing the MAPP online, distance learners could obtain their personal profiles and a list of suggested OUHK programmes instantaneously. Connected to the University's aim to foster lifelong learning, the MAPP is expected to ease the academic selection process and reduce the number of dropouts by enhancing students' success with their chosen programmes.

Zhang, Yixin (2002).  Project-Based Learning: Teachers Learning and Using High-Tech to Preserve Cajun Culture  Journal of Educational Technology Systems, 30, 3. 

Using project-based learning pedagogy in EdTc 658 Advances in Educational Technology, I have trained inservice teachers in Southwestern Louisiana with an advanced computer multimedia program called Director[R] (Macromedia, Inc.) [1]. The content of this course focused on modeling the project-based learning pedagogy and researching Acadian's traditions and legacy. With the multi-functions of microcomputers, new technologies were used to preserve and celebrate the local culture with superiority of text, graphics, animation, sound, and video. This article describes how several groups of school teachers in the surrounding areas of a regional state university of Louisiana learned computer multimedia using project-based learning and integrated their learning into local cultural heritage.

Zhang, Yixin (2005).  Collaborative Professional Development Model: Focusing on Universal Design for Technology Utilization  ERS Spectrum, 23, 3. 

This empirical study describes the administrative experiences of a collaborative model between a local middle school and a college of education. The project focuses on technology training and utilization using the current educational research concept Universal Design for Learning (UDL). UDL's basic principles of multiple representations, multiple options for expression, and active engagement are made realistic through availability of current educational technologies. This article delineates unique features of collaborative professional development opportunities and benefits for teachers and teacher educators. Additionally, it explores policy implications based on experiences implementing this collaborative model.

Zhang, Yixin (2005).  An Experiment on Mathematics Pedagogy: Traditional Method versus Computer-Assisted Instruction  [Online Submission] 

The purpose of this study was to determine the effectiveness of computer-assisted instruction (CAI) versus traditional lecture-type instruction on triangles. Two quasi experiments were conducted in six 6th grade classes with a total of 108 students respectively. The students in the control groups were taught the concepts of triangles in their original classes, while the students in experimental groups were instructed in a computer lab. Experimental group students utilized Interactive Middle School Math Bundle, which is an interactive Webpage-typed tutorial. The tutorial, featuring descriptions, sound, animation and self-examination, allowed students to navigate and self-explore themselves. Independent-t was used to analyze the data. The analysis revealed that there was no statistically significant difference between the students' achievement in the control and experimental groups. The result implies that teachers could use computer-assisted instruction software only as a supplemental tool. Further research is recommended to examine effectiveness of computer-assisted instruction with an extended time span.  | [FULL TEXT]

Zhao, Jensen, J.; Alexander, Melody W.; Perrreault, Heidi; Waldman, Lila (2007).  A Longitudinal Study of Information Technology Impact on Business Faculty in Distance Education  Delta Pi Epsilon Journal, 49, 3. 

This longitudinal study compared business faculty's use of information technology in distance education as well as their perception of the technology's impact on their productivity and technology preferences between 2000 and 2006. Data were collected from 81 professors in 2000 and 140 professors in 2006 at AACSB-accredited business colleges across the nation. The findings indicate that (a) faculty in 2006 used Internet-related technologies more frequently but used traditional mail, fax, telephone and voice mail significantly less as compared with those in 2000; (b) while both the 2000 and 2006 groups rated email and Internet lecture notes and assignments as primary tools in enhancing their productivity, significantly more faculty in 2006 also rated Internet/Web-based discussion groups as a productivity enhancer; and (c) compared with the 2000 faculty, significantly more faculty in 2006 ranked Internet/TV-related technologies as preferred tools in distance education.

Zhao, Susan Yuqin; Bitchener, John (2007).  Incidental Focus on Form in Teacher-Learner and Learner-Learner Interactions  System: An International Journal of Educational Technology and Applied Linguistics, 35, 4. 

Current attention in L2 acquisition research focuses on the integration of message-focused and form-focused instruction. One way to accomplish this is through the incidental focus on form during meaning-focused activities. Some studies have investigated incidental focus on form in different contexts and shown that it exists in L2 classes and facilitates L2 acquisition. This study investigated the effects of interactional patterns (teacher-learner and learner-learner) on several features of incidental focus on form (types of focus on form; types of feedback; linguistic forms focused on and types of immediate uptake). The data from over 10 h of task-based interaction revealed a significant difference in the types of form-focused episode (FFE) that occurred between the two interactional patterns. In terms of the type of feedback provided, no difference was found between the teacher and learner interactional patterns but a difference in uptake responses between the two interactional patterns was revealed. The study notes that, in both teacher-learner and learner-learner interactions, incidental FFEs occur frequently, and that the high frequency of immediate uptake facilitates opportunities for L2 learning. Because learners were able to work as an effective knowledge source for each other, spoken interactions should be encouraged between learners in the L2 classroom.

Zhao, Yali (2007).  Social Studies Teachers' Perspectives of Technology Integration  Journal of Technology and Teacher Education, 15, 3. 

This qualitative research investigated the perspectives and experiences of 17 social studies teachers following technology integration training. The research indicated that the teachers held a variety of views of technology integration. These views influenced their use of technology in the classroom. Four major categories of technology-related activities were observed among participants: (a) teacher-centered, (b) structured inquiry, (c) teacher-student negotiated, and (d) student-centered. Most teachers were willing to use technology, expressed positive experiences with technology integration training, increased their use of technology in the classroom, and used technology more creatively. Despite all the advantages provided by technology, the research found that willingness to use technology and positive experiences were related to teachers' increased use of technology and to more creative use of technology, but they did not ensure that teachers would replace their teaching with technology.

Zhao, Yong (2003).  Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis.  CALICO Journal, 21, 1. 

Assessed the potential of technology for improving language education. A review of the effectiveness of past and current practices in the application of information and communication technology (ICT) in language education and the availability as well as capacities of current ICTs was conducted.

Zhao, Yong, Ed. (2003).  What Should Teachers Know about Technology? Perspectives and Practices. Research Methods for Educational Technology Series. 

This collection of papers includes: "Introduction" (Yong Zhao); (1) "What Teachers Need to Know about Technology? Framing the Question" (Yong Zhao); (2) "From Luddites to Designers: Portraits of Teachers and Technology in Political Documents" (Paul Conway and Yong Zhao); (3) "Educational Technology Standards for Teachers: Issues of Interpretation, Incorporation, and Assessment" (Yong Zhao, Cindy Kendall, and Sophia H. Tan); (4) "Technology as Media: A Learner-Centered Perspective" (James A. Levin and Bertram C. Bruce); (5) "Fluency with Information Technology: The Computer Science Perspective" (Mark Urban-Lurain); (6) "Technology-Supported Portfolio Processes Designed to Promote Learning in a Teacher Preparation Program" (Cheryl L. Rosaen and Tom Bird); (7) "Not 'What' but 'How': Becoming Design-Wise about Educational Technology" (Punyashloke Mishra and Matthew J. Koehler); and (8) "Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs" (Jon Margerum-Leys and Ronald W. Marx). (Papers contain references.)

Zhao, Yong; Alvarez-Torres, Maria Jose; Smith, Bryan; Tan, Hueyshan Sophia (2004).  The Non-Neutrality of Technology: A Theoretical Analysis and Empirical Study of Computer Mediated Communication Technologies  Journal of Educational Computing Research, 30, 1-2. 

Arguing against the common perception of technology as passive, neutral, and universal, this article presents a theoretical analysis of a commonly used and frequently studied technology--Computer Mediated Communication (CMC)--to illustrate how a technology that is often undistinguished in practice and research is indeed active, biased, and specific. We then report two exploratory studies that attempt to test the proposed framework with empirical evidence. The findings suggest that differences in the features of two CMC sub-technologies result in different effects on student-student interactions and vocabulary learning. We are able to both theoretically and empirically demonstrate that CMC technology can be realized in multiple forms and shapes, each of which has its own individual characteristics. These different characteristics are distributed across four different dimensions: temporality, spatiality, identity, and modality. Depending on their relative location on these dimensions, these characteristics have significant impact on student online behaviors in terms of social, linguistic, and psychological expressions. Although the two empirical studies were preliminary due to their sample size and quasi-experimental nature, they did positively confirm the view that each technology has unique features that actively shapes potential uses and users.

Zhao, Yong; Cziko, Gary A. (2001).  Teacher Adoption of Technology: A Perceptual Control Theory Perspective.  Journal of Technology and Teacher Education, 9, 1. 

Discussion of the integration of technology into education focuses on a model of goal-oriented behavior, Perceptual Control Theory, as a framework for understanding teacher adoption of technology. Examines the goals of teachers and how the use of technology might help or hinder their goals.

Zhao, Yong; Frank, Kenneth A. (2003).  Factors Affecting Technology Uses in Schools: An Ecological Perspective  American Educational Research Journal, 40, 4. 

Why is technology not used more in schools? Many researchers have tried to solve this persistent puzzle. The authors of this article report on their study of technology uses in 19 schools. They suggest an ecological metaphor, using the example of the introduction of the zebra mussel into the Great Lakes, to integrate and organize sets of factors that affect implementation of computer uses. Their findings suggest that an ecological perspective can provide a powerful analytical framework for understanding technology uses in schools. That perspective points out new directions for research and has significant policy and practical implications for implementing innovations in schools.

Zhao, Yong; Pugh, Kevin; Sheldon, Stephen; Byers, Joe L. (2002).  Conditions for Classroom Technology Innovations.  Teachers College Record, 104, 3. 

Investigated the complex process of classroom technology innovation, following a group of teachers for 1 year as they attempted to implement technology-rich projects in their classrooms. Results indicated that 11 factors significantly impacted their degree of success. These factors fell into three interactive domains: the teacher, the innovation, and the context.

Zhao, Yong; Zhang, Gaoming, Li, Ning (2006).  The Life of "Internet Colleges": Policies, Problems, and Prospects of Online Higher Education in China  EDUCAUSE Review, 41 n6 p48-50, 52. 

For the past two decades, China's economy has grown rapidly, averaging an astonishing 9 percent every year. One result of this growth has been the demand for more and better educational opportunities at the postsecondary level. In response, the Chinese government, which holds a tight control over its highly centralized education system, introduced a number of drastic measures to expand access to postsecondary education, including the formation of "Internet Colleges"--or "wangluo xueyuan," in Chinese. These colleges, which are units within existing universities, are dedicated to offering postsecondary-level educational programs online. Other than the China Central Radio and TV University (CCRTVU), they are the only institutions approved by the government to offer online postsecondary education. The Internet College initiative was a bold experiment for the Chinese education system, and as such, it has gone through a number of changes and modifications since its inception. These changes and modifications partly reflect the government's struggle to strike a balance between tight regulation and flexibility, between tradition and innovation, and partly reveal the current social, political, economical, and educational realities in China with regard to online education. In this article, the authors examine the short evolutionary path of Internet Colleges in China to provide a glimpse into the larger aspects of online higher education in China.

Zhaoyao, Meng (2005).  Explore Mars from the NASA Website  Physics Education, 40, 4. 

Here we show how to explore Mars based on data obtainable from the NASA website. The analysis and calculations of some physics questions provide interesting and useful examples of inquiry-based learning.

Zigic, Sasha; Lemckert, Charles J. (2007).  Development of an Interactive Computer-Based Learning Strategy to Assist in Teaching Water Quality Modelling  Computers & Education, 49, 4. 

The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a commercially available water quality model (WQMAP) for a hypothetical raw sewage spill. The CBI aid comprised a Hypertext Markup Language (HTML) module with helpful text and still graphics, and links to on-screen recorded motion movie clips showing on-screen actions and voice narrations during the instructors absence. An anonymous class questionnaire to assess the students' perceptions of the developed approach found that most students felt they were able to complete the project with minimum supervision, and have acquired a basic understanding of water quality modelling as a result of the activity. Additionally, almost all of the students found the CBI aid helpful and easy to follow.

Ziegler, Mary; Paulus, Trena; Woodside, Marianne (2006).  Creating a Climate of Engagement in a Blended Learning Environment  Journal of Interactive Learning Research, 17, 3. 

This article describes the conversational interactions of one online learning group whose task was to identify themes of human development from life histories of the group members. The data were analyzed by a research team using the hermeneutic circle, which involves continually looking at parts of the text in light of the meaning of the larger text, returning to the parts and then back again to the larger whole. A "climate of engagement" emerged from the data analysis as the overarching theme capturing the essence of the participants' online interactions. Four aspects were found to constitute this climate of engagement: engaging in the online environment; engaging in dialogue; engaging as a group; and engaging in the content. A dialogue pattern connected the four aspects. The authors propose a model of engagement that captures the dynamic nature of these participants' interactions and suggest implications for research and practice.

Zielinski, Beth W. (2008).  The Listener: No Longer the Silent Partner in Reduced Intelligibility  System: An International Journal of Educational Technology and Applied Linguistics, 36, 1. 

In this study I investigate the impact of different characteristics of the L2 speech signal on the intelligibility of L2 speakers of English to native listeners. Three native listeners were observed and questioned as they orthographically transcribed utterances taken from connected conversational speech produced by three L2 speakers from different L1 backgrounds (Korean, Mandarin, and Vietnamese). Where the listeners experienced difficulty in identifying the speaker's intended words, the features of the speech signal they relied on were identified, and links were made between the difficulties they experienced and the way in which the features in question varied from standard English phonology. Regardless of the speaker they were listening to, when attempting to identify the speaker's intended words, all three listeners relied heavily and consistently on the speaker's syllable stress pattern (the number and pattern of strong and weak syllables), and more consistently on segments in strong syllables than those in weak syllables. Both non-standard syllable stress patterns and non-standard segments misled them into wrongly identifying a speaker's intended words, but for all three speakers, it was non-standard segments in strong syllables that misled those most often. These findings have implications for L2 listeners wanting to improve their English listening skills, as well as for L2 speakers wanting to improve their intelligibility.

Zurita, Gustavo; Nussbaum, Miguel (2004).  A Constructivist Mobile Learning Environment Supported by a Wireless Handheld Network  Journal of Computer Assisted Learning, 20, 4. 

There is a need to incorporate constructivist environments in the pedagogical practice. A constructivist learning environment allows students to build up their own knowledge (based on previous one) while working jointly among them in a reflexive process directed by the teacher. Wireless interconnected handhelds can introduce a space that favours constructivism and collaboration in order to achieve creation of new knowledge. We have developed a constructivist learning environment supported by handhelds, for the teaching of reading for first graders. This environment was compared to an equivalent constructivist environment without technological support, obtaining significant different learning results.

Zurita, Gustavo; Nussbaum, Miguel (2004).  Computer Supported Collaborative Learning Using Wirelessly Interconnected Handheld Computers  Computers and Education, 42, 3. 

Collaborative learning is widely used in elementary classrooms. However, when working without technological support, some problems can be detected. We describe how weaknesses in coordination, communication, organization of materials, negotiation, interactivity and lack of mobility can be solved with a mobile computer supported collaborative learning environment with Handhelds interconnected by a wireless network. The collaborative activities, analyzed with and without technological support, are math and language activities for 6-and 7-year old children. The results of our work identify an effective way of using handheld computers to support collaborative learning activities that address the above mentioned weaknesses.

Zurita, Gustavo; Nussbaum, Miguel (2007).  A Conceptual Framework Based on Activity Theory for Mobile CSCL  British Journal of Educational Technology, 38, 2. 

There is a need for collaborative group activities that promote student social interaction in the classroom. Handheld computers interconnected by a wireless network allow people who work on a common task to interact face to face while maintaining the mediation afforded by a technology-based system. Wirelessly interconnected handhelds open up new opportunities for introducing collaboration and thereby changing classroom pedagogical practices. We present a conceptual framework and a method for the design of a mobile computer-supported collaborative learning system based on Activity Theory. An instance of the framework for teaching basic mathematics skills was evaluated with 24 6- and 7-year-old children in a month-long study. Positive effects were observed on student social interaction, motivation and learning.

Zubrowski, Bernard (2007).  An Observational and Planning Tool for Professional Development in Science Education  Journal of Science Teacher Education, 18, 6. 

Since there is an increasing recognition to address the need to move practicing teachers to a higher standard of practice, mentoring or coaching has been receiving increasing attention. A variety of tools has been developed to make these relationships more effective. Work within a recent mentor project indicated current tools were not detailed enough for mentors to provide effective feedback to mentees. This paper presents a more detailed tool and describes categories of pedagogical practices related to an extended inquiry-cycle model. During the course of the project, mentors and mentees also used this tool for adapting existing curriculum to a more standards-based mode of instruction, thus having it function as a planning tool.

Zacharia, Z. C. (2007).  Comparing and Combining Real and Virtual Experimentation: An Effort to Enhance Students' Conceptual Understanding of Electric Circuits  Journal of Computer Assisted Learning, 23, 2. 

The purpose of this study was to investigate value of combining Real Experimentation (RE) with Virtual Experimentation (VE) with respect to changes in students' conceptual understanding of electric circuits. To achieve this, a pre-post comparison study design was used that involved 88 undergraduate students. The participants were randomly assigned to an experimental (45 students) and a control group (43 students). Each group attended a one semester course in physics for preservice elementary school teachers. Both groups used the same inquiry-based curriculum materials. Participants in the control group used RE to conduct the study's experiments, whereas, participants in the experimental group used RE in the first part of the curriculum and VE in another part. Conceptual tests were administered to assess students' understanding of electric circuits before, during and after the teaching intervention. Results indicated that the combination of RE and VE enhanced students' conceptual understanding more than the use of RE alone. A further analysis showed that differences between groups on that part of the curriculum in which the experimental group used VE and the control group RE, in favour of VE.

Zacharia, Zacharias (2003).  Beliefs, Attitudes, and Intentions of Science Teachers Regarding the Educational Use of Computer Simulations and Inquiry-Based Experiments in Physics  Journal of Research in Science Teaching, 40, 8. 

The purpose of this study was to investigate (a) what effect the use of interactive computer-based simulations (ICBSs), the use of laboratory inquiry-based experiments (LIBEs), and the use of combinations of an ICBS and a LIBE, in a conceptually oriented physics course, have on science teachers' beliefs about and attitudes toward the use of these learning and teaching tools, as well as the effect on their intentions to incorporate these tools in their own future teaching practices, (b) science teachers' attitudes toward physics and the effect that the use of ICBSs and/or LIBEs have on teachers' attitudes toward physics, and (c) whether teachers' beliefs have an effect on their attitudes and whether their attitudes have an effect on their intentions. A pre-post comparison study and the Theory of Reasoned Action (TRA) were used for this purpose. Results confirmed the TRA model that beliefs affect attitudes and these attitudes then affect intentions, and showed that science teachers' attitudes toward physics, the use of an ICBS, the use of a LIBE, and the use of a combination of an ICBS and an LIBE were highly positive at the end of the study.

Zhu, Erping (2006).  Interaction and Cognitive Engagement: An Analysis of Four Asynchronous Online Discussions  Instructional Science: An International Journal of Learning and Cognition, 34, 6. 

Online discussion plays a unique role in face-to-face and distance teaching and learning. Interaction and student cognitive engagement during the online discussion are critical for constructing new understanding and knowledge. This article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.

Zhu, Erping; Baylen, Danilo M. (2005).  From Learning Community to Community Learning: Pedagogy, Technology and Interactivity  Educational Media International, 42, 3. 

The authors of this article discuss three pedagogical approaches, learning community, community of practice and community learning, and analyse their significance for knowledge acquisition and construction in higher education. The authors also explore the roles of technology in creating adequate environments for educators to implement teaching practices supported by these approaches and explain, through an illustrative course example, how technology and teaching methods can be used together to promote interaction among learners and help them achieve course goals.

Zhu, Li; Grabowski, Barbara (2004).  The Effects of Various Animation Strategies in Facilitating the Achievement of Students on Tests Measuring Different Educational Objectives  [Association for Educational Communications and Technology] 

The purpose of this quantitative study was to investigate the instructional effects of various animation strategies. Three treatment groups involved include static graphic, animation used as an attention-gaining strategy, and animation used as an attention-gaining and elaboration strategy. Participants were 115 college student volunteers. Two-way multiple analysis of variance (MANOVA) was used to analyze the data. Important findings indicate equivalent, non significant difference in performance between high and low prior knowledge participants. This was so regardless of animation strategies. The effects of the animation strategies on the achievement of students with low prior knowledge are discussed in detail. | [FULL TEXT]

Zhu, Li; Grabowski, Barbara L. (2006).  Web-Based Animation or Static Graphics: Is the Extra Cost of Animation Worth It?  Journal of Educational Multimedia and Hypermedia, 15, 3. 

This quantitative study compared the instructional effects of two web-based animation strategies against static graphics by high and low prior knowledge participants. One strategy used animation to gain attention; the second to gain attention and provide elaboration. Participants were 111 college student volunteers. Two-way multiple analysis of variance (MANOVA) was used to analyze the data. Important findings included equivalent, nonsignificant differences in performance between high and low prior knowledge participants. No main effects were found among the three treatment groups. The effects of the web-based animation strategies on the achievement of participants with low prior knowledge are discussed in detail.

Zhu, Muju (2007).  Recent Chinese Experiences in Curriculum Reform  Prospects: Quarterly Review of Comparative Education, 37, 2. 

Although it seems obsolete to analyse and criticise a curriculum from the point-of-view of "subject-centredness", this is the situation we face during the Chinese basic education curriculum reform. This article gives a brief introduction to the ideas behind the development and practice of the Chinese curriculum reform and the progress of the reform since 2001. Several aspects of the reform are introduced: 1. Re-examining and revamping academic courses; 2. Adding general practical courses; 3. Diversifying the curriculum with local and school-based courses; 4. Providing elective courses for all students. We also give two examples to present the idea of the new curriculum and practice.

Zaromatidis, Katherine, Ed.; Oswald, Patricia A., Ed.; Levine, Judith R., Ed.; Indenbaum, Gene, Ed. (2007).  Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (21st, Kerhonkson, New York, March 28-30, 2007)  [Online Submission] 

The 21st Annual Conference on Undergraduate Teaching of Psychology was held on March 28-30, 2007 at Hudson Valley Resort and Day Spa in Kerhonkson, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference included twenty five presentations and ten of these are included in these proceedings. Presentation topics included among others course management systems, the benefits of revisions to student learning, distance learning courses, and the use of sitcoms to enhance student learning. Papers include: (1) Counselors as Teachers, Teachers as Counselors: The Process of Parallels (John A. Malacos); (2) Course Management Systems, Past, Present and Future (James Regan, Hugh Knickerbocker, and Jodi Allen); (3) The Hybrid Course: Comparison to Traditional and Distance Learning Courses (Katherine Zaromatidis and Patricia Oswald); (4) The Specifics of Group Discussions within On-line Psychology Classes (Anna Toom); (5) The Integration of A Tangential Reading Into Psychology Courses (Edward J. Murray and Carol A. Puthoff Murray); (6) Do Revisions Help Student Learning? (Brandi Scruggs and Emily Soltano); (7) SITCOMS: TRASH OR TREASURE? Using Situation Comedies to Enhance Learning (Dean M. Amadio and Supriya Poonati); (8) Student Excuses & Motivation (Grant Leitma); (9) Horney Goes Hollywood: Using Films to Teach Personality Theory (Dante Mancini and Herman Huber); and (10) Testing Elaboration Learning in Varied Contexts (Robert A. Dushay). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.] | [FULL TEXT]

Zarzycki, Piotr (2004).  From Visualizing to Proving  Teaching Mathematics and Its Applications: An International Journal of the IMA, 23, 3. 

The benefits of visualizing mathematics by using technology such as TI-92+ and mathematically oriented software (DERIVE 5 and CABRI II) are indisputable. On the basis of some examples we would like to show that visualizing techniques can help students to analyse certain mathematical problems better and give them strong support in finding formal proofs for considered problems. We present some tasks taken from school algebra, geometry and probability; for these problems it is easier for students to pass the bridge between visual and formal solutions. We conclude that the role of technology is essential in building up associations between graphs, drawings and other tools used for the formal proofs.

Zumbach, Joerg (2006).  Cognitive Overhead in Hypertext Learning Reexamined: Overcoming the Myths  Journal of Educational Multimedia and Hypermedia, 15, 4. 

In hypertext learning, comparative research is mostly dedicated to differences in text-hypertext information retrieval and processing and to optimization of nonlinear information retrieval. Most of these investigations are conducted within the context of applied research. The theoretical background of information acquisition from linear and nonlinear text forms has not received much attention here. This article contributes to change the concept of cognitive overhead using text comprehension models as well as Cognitive Load Theory. Similarities and differences in cognitive load during text and hypertext comprehension are discussed in this context. The article suggests a contemporary model of cognitive load and text comprehension and presents evidence from a review of the literature and an initial empirical study supporting the proposed model.

Zumbach, Joerg; Schmitt, Stefanie; Reimann, Peter; Starkloff, Philipp (2006).  Learning Life Sciences: Design and Development of a Virtual Molecular Biology Learning Lab  Journal of Computers in Mathematics and Science Teaching, 25, 3. 

The life sciences, in particular molecular genetics, have become a pivotal area of research and innovation, and at the same time are amongst the most controversially discussed in today's society. Despite this discussion, the demand for life science expertise increases rapidly, creating a growing need for life science education in particular and for science education in general, given that progress in this area depends on progress in biology, chemistry, computer science, and some others. In this article, an approach to science education is suggested that combines guided knowledge acquisition with hands-on experience in a computer-based learning environment. The pedagogical rationale for the learning environment are delineated and grounded in research in the learning sciences. The results of a first evaluation of the main features, comprising in addition to a virtual experimental workbench various scaffolding tools, among them a pedagogical agent, and a report/presentation tool, are reported. Findings indicate that students profited equally form working with the program, independent of differences in prior knowledge and interest.

Zmuda, Allison (2006).  Where Does Your Authority Come From?: Empowering the Library Media Specialist as a True Partner in Student Achievement  School Library Media Activities Monthly, 23, 1. 

The library media center has long been a beloved and specialized learning environment for students, a place rich with opportunities to pursue specialized inquiries, interests, and ideas. In recent years, state and national standards for information literacy and technology have delineated a framework for what students are expected to know and be able to do as a result of their work in the library media center. There is, however, one fundamental problem that has existed for years and has frustrated specialists for years--how to get the authority to teach students. If they do not come to the library media center at all or come for a meaningful purpose (i.e., a task where students are expected to work in critical and creative ways to collect, analyze, and synthesize information), then how can students be expected to achieve the standards? True authority does not come from the superintendent, principal, or even the teachers worked with every day; it comes from a very large achievement gap. Most specialists have been aware of this gap for years and many have vocalized those concerns and, consequently, lobbied for broader access to students and more resources. The major stumbling block, however, is that without data to illustrate this gap, it looks like a rhetorical contention based on the unabashedly biased viewpoint of those professionals that seem to have the most to gain. So, to claim the authority needed to close this achievement gap, it is important to get the data to show the current student achievement levels, compare that to state/national standards for learning, and then propose short-term and long-term ways to close those gaps. This article discusses how library media specialists can be empowered as true partners in student achievement.

Zalanowski, Kevin (2007).  Instant Messenger in Enrollment Management: Evaluating Use and Effectiveness  Journal of College Admission. 

This study represented a formal quantitative evaluation of the potential for instant messenger (IM) technology as an outreach tool for undergraduate college admission. Conclusions focused on the popularity of IM, and student use in a formal counselor/student relationship.  | [FULL TEXT]

Zaldivar, Vicente Arturo Romero; Arandia, Jon Ander Elorriaga; Brito, Mateo Lezcano (2005).  YADBrowser: A Browser for Web-Based Educational Applications  Journal of Educational Multimedia and Hypermedia, 14, 2. 

In this article, the main characteristics of the educational browser YADBrowser are described. One of the main objectives of this project is to define new languages and object models which facilitate the creation of educational applications for the Internet. The fundamental characteristics of the object model of the browser are also described. YADBrowser markup language is inspired by HTML 4. In this article, the main differences between them are mentioned. The fundamentals of the OPScript language are also exposed. It was created to be used as the script language for the browser. The relations between this project and other efforts aiming to define new languages and browsers for domain specific applications are defined.

Zabala, Joy Smiley; Carl, Diana F. (2004).  Introduction to the QIAT Self-Evaluation Matrices  Topics in Language Disorders, 24, 1. 

The QIAT Self-Evaluation Matrices (QILT, 2001) were developed in response to formative evaluation data indicating a need for a model that could assist in the application of the Quality Indicators for Assistive Technology Services in Schools (Zabala, et al, 2000). The QIAT Matrices are based on the idea that change does not happen immediately, but rather, moves toward the ideal in a series of steps that take place over time. The QIAT Matrices use the Innovation Configuration Matrix (ICM) developed by Hall and Hord (1985) as a structural model. The ICM provides descriptive steps ranging from the unacceptable to the ideal, that can be used as benchmarks to determine the current status of practice related to a specific goal or objective and guide continuous improvement toward the ideal. It enables users to determine areas of strength that can be built upon as well as areas of challenge in need of improvement. When completed by an individual or team, the results of the self-assessment can be used to measure areas of strength and plan for needed professional development, training, or support needed by the individual or team. When the QIAT Matrices are used by an individual or team, however, it is important to realize that the results can only reasonably reflect perceptions of the services in which that individual or team is involved and may not reflect the typical services within the organization. Since a primary goal of QIAT is to increase the quality and consistency of assistive technology services to all students throughout the organization, the perception that an individual or small group is working at the level of best practices may still indicate a need to increase the quality and consistency of services throughout the organization.

Zabriskie, Fern H.; McNabb, David E. (2007).  E-hancing the Master of Business Administration (MBA) Managerial Accounting Course  Journal of Education for Business, 82, 4. 

Professional education, including managerial accounting education, at independent colleges and universities faces two challenges: (a) meeting shifting demand with static or declining resources and (b) ensuring that graduates gain the technological knowledge and skills that they need to succeed in their future careers. For many schools, the decision to adopt distance learning in place of traditional classroom instruction has generated more problems than solutions; some distance learning programs have been described as sterile, lonely, and unfulfilling experiences. However, there are a number of alternative approaches that may enhance MBA programs without creating these drawbacks. In this article, the authors describe 1 alternative: using technology-enhanced learning modules that draw on the best of both distance and on-site learning.

Zeff, Robbin (2007).  Universal Design across the Curriculum  New Directions for Higher Education, 2007, 137. 

The concepts of the applied universal design movement have created fresh perspectives on management tasks and opportunities.

Zerr, Ryan (2007).  A Quantitative and Qualitative Analysis of the Effectiveness of Online Homework in First-Semester Calculus  Journal of Computers in Mathematics and Science Teaching, 26, 1. 

An online homework system created for use by beginning calculus students is described. This system was designed with the specific goal of supporting student engagement outside of class by replicating the attempt-feedback-reattempt sequence of events which often occurs in a teacher's presence. Evidence is presented which indicates that this goal was realized, resulting in an improvement in overall student performance. Furthermore, student survey responses indicate that a high level of satisfaction with the system was present within the class, and in particular with regards to the online homework's usefulness in helping students understand first-semester calculus concepts. The online assignments were created with general course management software which was already being used campus-wide, and therefore no additional hardware or software resources were required.

Zhong, Ying Xue; Shen, Hui Zhong (2002).  Where Is the Technology-Induced Pedagogy? Snapshots from Two Multimedia EFL Classrooms.  British Journal of Educational Technology, 33, 1. 

Examines two Chinese multimedia secondary classrooms teaching English as a foreign language to identify changes that have taken place in technologically integrated classroom practice. Concludes that the traditional Chinese notion of teaching and the role of the teacher need to be redefined to allow a learner-centered multimedia language classroom to emerge.

Zhou, George G.; Brouwer, Wytze; Nocente, Norma; Martin, Brian (2005).  Enhancing Conceptual Learning Through Computer-Based Applets: The Effectiveness and Implications  Journal of Interactive Learning Research, 16, 1. 

Several Canadian universities and colleges have been working together for years to build Web-accessible computer-based applets to help students learn physics concepts. This paper reports the findings from a study that evaluated the effectiveness of these applets in enhancing conceptual learning. We integrated quantitative and qualitative methods including tests, surveys, focus groups, interviews, and class observations. The data show that the computer-based applets, which were designed in the light of constructivism, were helpful in fostering conceptual learning, but they should be used in a constructivist teaching environment to be more effective. In addition, based on this study, some suggestions will be given on the use of instructional technology in teacher education.

Zion, Michal; Michalsky, Tova; Mevarech, Zemira R. (2005).  The Effects of Metacognitive Instruction Embedded within an Asynchronous Learning Network on Scientific Inquiry Skills. Research Report  International Journal of Science Education, 27, 8. 

The study is aimed at investigating the effects of four learning methods on students' scientific inquiry skills. The four learning methods are: (a) metacognitive-guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive-guided inquiry embedded within face-to-face (F2F) interaction; and (d) F2F interaction with no metacognitive guidance. The study examined general scientific ability and domain-specific inquiry skills in microbiology. Participants were 407 10th-grade students (15 years old). The MINT research group significantly outperformed all other research groups, and F2F (group d) acquired the lowest mean scores. No significant differences were found between research groups (b) and (c). MINT makes significant contributions to students' achievements in designing experiments and drawing conclusions. The novel use of metacognitive training within an ALN environment demonstrates the advantage of enhancing the effects of ALN on students achievements in science.

Zin, Abdullah Mohd; Idris, Sufian; Subramaniam, Nantha Kumar (2006).  Improving Learning of Programming through E-Learning by Using Asynchronous Virtual Pair Programming  [Online Submission] 

The problem of learning programming subjects, especially through distance learning and E-Learning, has been widely reported in literatures. Many attempts have been made to solve these problems. This has led to many new approaches in the techniques of learning of programming. One of the approaches that have been proposed is the use of virtual pair programming (VPP). Most of the studies about VPP in distance learning or e-learning environment focus on the use of the synchronous mode of collaboration between learners. Not much research have been done about asynchronous VPP. This paper describes how we have implemented VPP and a research that has been carried out to study the effectiveness of asynchronous VPP for learning of programming. In particular, this research study the effectiveness of asynchronous VPP in the learning of object-oriented programming among students at Open University Malaysia (OUM). The result of the research has shown that most of the learners have given positive feedback, indicating that they are happy with the use of asynchronous VPP. At the same time, learners did recommend some extra features that could be added in making asynchronous VPP more enjoyable.  | [FULL TEXT]

Zaparyniuk, Nicholas; Montgomerie, Craig (2005).  The Status of Web Accessibility of Canadian Universities and Colleges: A Charter of Rights and Freedoms Issue  International Journal on E-Learning, 4, 2. 

The fundamental ideal that access to education and information as one of our basic human rights must not be neglected in the electronic information age. This ideal however is not being met in the area of postsecondary Web accessibility. This study surveyed 350 postsecondary institutions in Canada to evaluate their level of Web accessibility in November 2001, and again in November 2002. Using the Centre for Applied Special Technologies accessibility tool, Bobby[TM], we found that 14.9% of postsecondary institutions surveyed were free of priority 1 errors in 2001 and 19.9% in 2002, and only 1.7% in 2001 and 5.5% in 2002 were free of both priority 1 and priority 2 errors. The specifics of these errors however, reveal that once the issues for those with disabilities and the Web are recognized, they can be easily addressed.

Zapata, Gabriela C. (2004).  Second Language Instructors and CALL: A Multidisciplinary Research Framework  Computer Assisted Language Learning, 17, 3-4. 

The increasing importance of computer assisted language learning (CALL) in second language (L2) classes has added a new dimension to L2 research, and it has challenged scholars to find valid research methods and theoretical frameworks that can be applied in the analysis of the linguistic and social aspects of the interaction among students and instructors in CALL. Even though researchers have proposed frameworks based on theories of discourse analysis for the investigation of student-computer interaction (Chapelle, 1990), instructors have been mostly disregarded. In order to fully understand the impact of CALL on L2 learning, it is important to investigate teachers' interpretive and theoretical frameworks, and the institutional and pedagogical factors that might contribute to promote or hinder their implementation of CALL. This article proposes a multidisciplinary research framework -- integrating three theories from cultural psychology, linguistics, and sociology -- that allows researchers to address these issues. In addition, Markee's (1997) model for analysis of curricular innovation is incorporated as a component to determine if the use of CALL in L2 classes truly constitutes a curricular innovation and the role that instructors may play in this outcome. A concrete example of an existing study based on the framework is also presented.

Zorfass, Judith; Rivero, Heather Keefe (2005).  Collaboration Is Key: How a Community of Practice Promotes Technology Integration  Journal of Special Education Technology, 20, 3. 

While the culture of typical Millennial students, those born after 1978-82, is increasingly recognized as being different1

Zembylas, Michalinos; Vrasidas, Charalambos (2005).  Globalization, Information and Communication Technologies, and the Prospect of a "Global Village": Promises of Inclusion or Electronic Colonization?  Journal of Curriculum Studies, 37, 1. 

This paper discusses the reciprocal relationships among globalization, information and communication technologies (ICT), and the prospect of a "global village". The current metaphor of a "global village" (regardless of physical access to ICT) is problematic, and can be interpreted as a form of electronic colonization. However, through such concepts as blurred identity, nomadism, and hybridity, a distinctly (post-modern) ICT landscape can be redrawn in a way that accepts the global identity of the ICT, but denies the colonial erasure associated with the global-village narrative. ICT, in themselves, cannot serve as an end in education, but the demand for critical education involving ICT is pressing as the effects of globalization are experienced. Three methods of promoting decolonizing criticality are proposed: critical emotional literacy, collective witnessing, and collective intelligence.

Zemsky, Robert, Ed. (2000).  The Mission and the Medium.  [Policy Perspectives] 

Technology by its nature has and will continue to reshape higher education. Market forces have created new pressures and new opportunities for higher education to integrate technology into their missions and practices. Interactive technology reduces the power of institutions to define the parameters of knowledge and learning. This essay addresses ways to preserve a broader social conception of learning in a world where markets and technology are combining to reshape higher education. The availability of a new medium yields an expanded range of educational providers. Traditional students should be addressed as consumers who have choice in the educational market. Successful institutions will effectively navigate the tension between gown and badge while retaining their core missions and values. Institutions must devise strategies to remain engaged with a changing educational market, and willingly seek out the new learning tools technology makes available. Faculty members should look at learning processes and apply those lessons to their own teaching in order to best provide effective educational experiences to students. Electronic learning tools, including Web-based programs of instruction, can help institutions become more effective and more accountable. | [FULL TEXT]

Zahn, Carmen; Barquero, Beatriz; Schwan, Stephan (2004).  Learning with Hyperlinked Videos--Design Criteria and Efficient Strategies for Using Audiovisual Hypermedia  Learning and Instruction, 14, 3. 

In this article, we discuss the results of an experiment in which we studied two apparently conflicting classes of design principles for instructional hypervideos: (1) those principles derived from work on multimedia learning that emphasize spatio-temporal contiguity and (2) those originating from work on hypermedia learning that favour user-friendly interfaces. Four hypervideos differing in the position and number of hyperlinks were compared to one another and to a control condition in an experimental learning situation. Participants (N=74) were novices in relation to the topic. During learning, students' navigation behaviour was recorded. Knowledge acquisition was tested by comparing pre- and post-test measures. Results indicate that both navigation and knowledge acquisition were not significantly influenced by the design parameters. However, individual characteristics of navigation behaviour were significantly and positively correlated with knowledge acquisition.

Zahner, Jane (2002).  Teachers Explore Knowledge Management and E-Learning as Models for Professional Development.  TechTrends, 46, 3. 

Examines the relationship between online professional development, knowledge management, and electronic learning based on an online discussion in a graduate course in instructional technology. Discusses changing definitions of professional development and how it is now being evaluated through measures of school and student improvement.

Zascavage, Victoria T.; Keefe, Charlotte H. (2004).  Students with Severe Speech and Physical Impairments: Opportunity Barriers to Literacy  Focus on Autism and Other Developmental Disabilities, 19, 4. 

This qualitative study examined obstacles to literacy for individuals with severe speech and physical impairments (SSPI). Using a constant comparison approach, the authors addressed attitudinal and opportunity barriers to literacy education from the perspective of parents, teachers, university faculty, and administrators involved in literacy education of students with SSPI. Major themes emerged within the categories of knowledge, policy, practice, and attitude relating to funding issues, segregation of students with SSPI, use of a life skills curriculum, lack of certification preparation and training in methods and assistive technology, and attitudes that embraced stigmatization and lowered expectations.

Zirkle, Chris (2000).  Conducting a University Career and Technical Education Degree Program through Multiple Technology Delivery Formats: A Working Model. 

The Department of Industrial Technology Education (ITE) at Indiana State University offers approximately 20 courses per semester, split equally between undergraduate and graduate courses. Although all classes are offered on campus, almost half of the ITE courses are also taught using these three alternative simultaneous delivery methods: (1) for students at remote sites who can integrate live courses into their work schedules, a satellite system is available; (2) for those who work irregular hours and cannot commit to scheduled classes, videotapes are an option; and (3) for those who need even more flexibility, an Internet-based instructional program is available for use at home at any hour of the day. The delivery options were instituted to help novice ITE teachers begin their careers, provide professional development to veteran teachers, increase class sizes, and meet the needs of nontraditional students. Concerns with the newer formats include interaction, higher expertise needed by faculty, assessment, and the extra time needed by faculty to handle more remote students. To address interaction concerns, faculty supplement e-mail and telephone contact with a variety of other options, such as satellite transmission and written reactions via mail, fax, or e-mail. To meet assessment concerns, the course software has a tracking feature that allows instructors to monitor students "hits" on the course site to measure class participation, and to have exams proctored for students at remote sites. Faculty development has also been promoted. | [FULL TEXT]

Zirkle, Chris (2001).  Access Barriers to Distance Education Perceived by Inservice and Preservice Career and Technical Education Majors. 

The access barriers to distance education faced by inservice and preservice career and technical education (CTE) majors were examined through a survey of 76 students enrolled in undergraduate- and graduate-level CTE education programs. Completed questionnaires were received from 60 students (response rate, 78.9%). Forty respondents worked full-time; only one was not working. The predominant institutional access barrier identified was difficulty scheduling required "general education" courses. Other highly ranked institutional access barriers included library access, lack of ongoing advising, and technical assistance for problem-solving technology/computer-based issues. Class registration and ease of obtaining grades were not cited as significant institutional access barriers. Job conflict was the highest-ranked student access barrier. Sources of job conflict included the competing interests of students' jobs and the requirements of the classes they were taking, lack of employer support, the issue of family support, and time conflicts. Personal technical competence, tuition costs, or personal financial situations were not highly ranked as student access barriers. The study recommendations included calls for the following items: better coordination of course offerings; library systems whose technological accessibility matches that of the distance courses themselves; more sensitivity to distance students' advising needs; additional competent technical support; and instructor recognition of distance learners' job responsibilities and issues. | [FULL TEXT]

Zirkle, Chris (2003).  Distance Education and Career and Technical Education: A Review of the Research Literature  Journal of Vocational Education Research, 28, 2. 

Distance education, due to recent technological innovations, can provide almost the same instructional contact and interaction for the student as traditional settings. The growth of distance learning opportunities has allowed students to access courses and degree programs at their convenience. Educational institutions are creating new approaches to course delivery and degree requirements and to improving their programs with new technological tools. These issues have begun to affect career and technical education (CTE) programs, primarily at the postsecondary level. Research studies on distance education have been criticized on a variety of fronts. Research on distance education in CTE is in its beginning stages. To date, there has been no collective analysis of this distance education research in CTE. This research synthesis reviews previous studies on distance education in CTE, organizing them into topical categories. This synthesis highlights the important aspects of these studies and provides recommendations for further research.

Zhiting, Zhu; Xiaoqing, Gu; Qiyun, Wang (2003).  A Panorama of Online Education in China.  Educational Technology, 43, 3. 

Presents an overview of various efforts toward developing online education in China, and describes the progress that has been made both in the areas of higher education and basic education in recent years. Introduces some ongoing national projects related to online education. Discusses issues pertinent to online education and provides recommendations.

Zukowski, Angela Ann (2000).  A Teacher's Primer for Distance Education: Facilitation and Participation.  Momentum, 31, 4. 

Defines distance education--including the content and design of Internet courses-- and discusses its relevance in education. Provides tips for facilitators of distance education courses, as well as some useful ideas for participants.

Zukowski, Angela Ann (2001).  Taking Stock of Our Future: Communication for Community.  Momentum, 32, 1. 

Discusses the increasing need for technology-based learning within the realm of Catholic education. Poses questions to help the planning and implementation process, including: (1) how does the learning environment amplify the sense of community? and (2) how does technology support the experience of community?

Zukowski, Angela Ann (2002).  We Have It...So Now What?  Momentum, 33, 2. 

Argues that, though many schools have the technological infrastructure required to keep up with advances in educational technology, many of them do not know what to do with it. Suggests that educators define what they want to accomplish and try it out with pilot projects using equipment already available.

Zeszotarski, Paula (2000).  Computer Literacy for Community College Students. ERIC Digest. 

This digest expands the definition of computer literacy to include information literacy, delineates issues surrounding student access to new technologies, describes courses that include instruction in computer-related skills, summarizes efforts at including computer literacy among general education requirements, and addresses the faculty role in furthering computer skills. Definitions of computer literacy vary depending on the type of degree program or the course in which they are being used. With the increase in access to the Internet, definitions of computer literacy have expanded to include the ability to use e-mail, graphical interfaces such as Netscape, online publishing, and the ability to evaluate the content of online materials. Access to technology improves access to educational opportunities. Institutions must do their part by providing adequate equipment and training opportunities, and students must do their part by participating in computer-skills training. Mastery of new technologies also benefit faculty, through improving instruction, by increasing productivity, by expanding access to more instructional technologies, and facilitating participation in distance learning. Success in adopting computer literacy as an aspect of community college general education requirements has been increasing, and as it increases, it will steadily enhance the educational aspects of the junior college. | [FULL TEXT]

Zenger, Jack; Uehlein, Curt (2001).  Why Blended Will Win.  T+D, 55, 8. 

Electronic learning and traditional learning not only can coexist, but can merge to create something far better. A blended solution has the following characteristics: integrated instructional design, consistent framework and nomenclature, each method delivering its best, flexibility, and variety.

Zenisky, April L.; Sireci, Stephen G. (2002).  Technological Innovations in Large-Scale Assessment.  Applied Measurement in Education, 15, 4. 

Reviews and illustrates some of the current technological developments in computer-based testing, focusing on novel item formats and automated scoring methodologies. The review shows a number of innovations being researched and implemented.

Zisow, Marcie (2002).  Do I Have To Do My Homework?  Learning & Leading with Technology, 29, 5. 

Considers ways in which technology can be used by teachers to improve the quality of homework assignments and to positively affect students' home learning experiences. Topics include using e-mail; types of homework; technology-based assignments; homework management; and rules for teachers and students.

Zeyrek, Deniz (2001).  Perspectives on Professional Growth: A Study on the Diaries of Undergraduate ELT Students.  Forum, 39, 2. 

Highlights a diary study implemented with English language teaching (ELT) students during their practicum. Aimed to obtain feedback on the preservice ELT courses and the practicum by understanding students' attitudes toward various aspects of teaching. Also aimed to give students an opportunity for self exploration and reflection on professional growth and the relationship with teamwork and the use of technology in teaching English.

Zvacek, Susan M. (2001).  Confessions of a Guerilla Technologist.  Educause Quarterly, 24, 2. 

Describes the characteristics of guerrilla warriors and explains their tactics. Then discusses how these tactics can be successfully adopted by faculty development specialists attempting to promote the use of instructional technology among faculty members teaching in the higher education environment.

Zsiray, Stephen W.; McRae, Kirk; Liechty, Michael; Gibbons, Alan (2001).  Wanted: IT Staff.  American School Board Journal, 188, 3. 

Nearly 30 percent of schools lack technology specialists or coordinators. The market is very competitive. Hiring a qualified technology specialist involves four major steps: developing a job description, setting a salary schedule, conducting interviews, and selecting a candidate. Obtaining the "best fit" for a district is important.

Zellweger, Polle T.; Mackinlay, Jock D. (2001).  The Fluid Reading Primer: Animated Decoding Support for Emergent Readers. 

A prototype application called the Fluid Reading Primer was developed to help emergent readers with the process of decoding written words into their spoken forms. The Fluid Reading Primer is part of a larger research project called Fluid Documents, which is exploring the use of interactive animation of typography to show additional information in computer-based documents. A user study indicated that animated annotations do not prevent readers from attending to the reading task; however, some subjects preferred static text to animated text. These results suggest the need for careful animation design. The Fluid Reading Primer extends this prior work by focusing on an educational task and incorporating audio into the interactive animation. When a reader requests help for a particular word, the Fluid Primer uses interactive animation to break the word apart to visually indicate its constituent sounds. The Fluid Primer can also play back audio versions of each segmented constituent sound, as well as the blended complete word. The authors envision that this method could be incorporated into future e-books to provide scaffolding on demand for readers of arbitrary texts. Moreover, it is believed that the animations shown by this tool provide a valuable visualization of the decoding steps that will help readers learn to perform the same steps more quickly and confidently on their own. | [FULL TEXT]