Educational Technology | Technology Competencies

Abdal-Haqq, I. (1995). Infusing Technology into Preservice Teacher Education. ERIC Digest. ED389699

Ayersman, D. J., & Others, A. (1996). Creating a Computer Competency Requirement for Mary Washington College Students. 8pp. In: Association of Small Computer Users in Education (ASCUE) Summer Conference Proceedings (29th, North Myrtle Beach, SC, June 9-13, 1996); see IR 018 247. This paper describes the creation of a computer competency requirement at Mary Washington College (Virginia). The goal of the The goal of the requirement is to ensure that students acquire meaningful skills with technology, and that faculty increase their technological proficiency. The plan was developed based on a review of literature on other schools' approaches to teaching computer literacy. Phase One of the plan develops procedures for providing students with basic skills training in technology, which assure a minimal level of computer competency upon completion of the training. Phase One emphasizes five fundamental computing skills: creating a word processing document; creating a spreadsheet that involves calculations; accessing on-line information from the World Wide Web; using the campus computer network to send and receive information; and electronically locating topically relevant information within the campus library. In Phase Two, faculty develop a procedure and integrate technology into the curriculum. As faculty integrate technology more extensively across a diversity of academic areas, students will gain various experiences using technology. Supplementary skills taught in technology intensive courses include: desktop publishing; programming; databases; creating web-based resources; translating file formats; graphics and drawing; and using and creating digital and analog video and sound. (SWC) ED405810

Barker, B. O., & Others, A. (1995). Reforming Teacher Education through the Integration of Advanced Technologies: Case Study Report of a College Model. 23pp. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (47th, Washington, DC, February 12-15, 1995). The College of Education and Human Services at Western Illinois University has established a model to prepare teachers with technical expertise and new methodologies for using educational resources, in order to enable students to use audio, video, computer, telecommunications, distance learning, and interactive multimedia technologies as essential tools for teaching and learning. The project, made possible by a $500,000 grant from Ameritech Corporation, has involved: (1) development of a Professional Development School relationship with a Springfield (Illinois) public school district linked by distance learning technologies; (2) design of a teacher education curriculum focusing on instructional design, interactive multimedia, distance learning, instructional video, telecommunications, and computer applications; (3) linking these advanced technologies to teaching strategies through cooperative learning, electronic field trips, and other techniques; (4) integration of technology into the teacher education curriculum; (5) training teacher education faculty to model use of information technologies; and (6) acquisition of technology resources for faculty and students. Lessons learned from developing the project are outlined. Appendixes present a schematic representation of a multimedia lab floor plan and lists of equipment. (JDD) ED379274

Barnes, S. (1997). Integrating Technology and Media into Regular Classrooms To Facilitate Inclusion: Preservice/Inservice Training of Rural Educators. 7pp. In: Promoting Progress in Times of Change: Rural Communities Leading the Way; see RC 020 986. Project FIRST (Field-Based Integrated Regular and Special Teacher Training) is an Oklahoma program that funds teacher training on the use of technology and media to adapt instruction for disabled students in the regular classroom. The program provided inservice training to regular teachers in rural Oklahoma school districts and preservice training to undergraduates working toward certification in special education. Participants developed knowledge and skills in using technology and media to modify classroom organization, student response variables, instructional delivery, materials, curriculum, and assessment for students with disabilities. Activities and projects were completed collaboratively by district teams consisting of a regular educator, a special education preservice teacher paired with the regular teacher for a year, and a university faculty member certified in special education. Each team was loaned technology and media hardware and software for classroom use for 1 year. Devices included computer with CD-ROM, laptop computer with projection system, video laser disk player, audiotapes and tape player, videotapes and tape player, overhead projector and transparencies, and augmentative communication devices. Projects included a team portfolio documenting mastery of competencies, a multimedia presentation of sample classroom adaptations, and a parent perspectives conference to demonstrate skills in relating to parents. Participants increased their knowledge and classroom use of technology and continued to integrate technology in their classrooms at 6-month followup. (SV) ED406124

Basu, C. K. (1997). Integration of Technology Education in Basic and General Education Curriculum in Asia-Pacific Countries. 6pp. Paper presented at the Asia-Pacific School Principals' Forum, "Managing Schools for the 21st Century" (Manila, Philippines, February 18-20, 1997). Despite the expansion of technical-vocational education and training (TVET) in nearly all Asia-Pacific countries during the past 10-15 years, many of the region's policymakers have called for greater and more effective integration of technical-vocational components in basic and general education curricula. The idea that technology education should be part of the general education curriculum is not totally new to Asia-Pacific countries. Technology education was introduced into the curricula of some Asian countries after World War II. In Australia, the National Training Reform Agenda, which sought to strengthen the links between senior secondary schooling, general education, TVET, and postschool options, emerged in the early 1990s. The Korean government decided to provide technology education for all secondary school students in 1989 and revised its curricula to include the following competencies: working with others in teams; communicating ideas/information effectively; solving problems and thinking creatively and critically; and using office technology. Increased attention toward curriculum integration has been increasingly evident in the United States, India (where efforts to vocationalize secondary education were initiated in 1986), the Philippines (where an entrepreneurship development was introduced in schools), and Japan (where technology education has been expanded to reflect environmental awareness and global considerations). (MN) ED405460

Bedell, J. (1994). Perceptions of the Preparation of Pre-Service Teachers in the Use of Media and Technology. 34p. This study investigated how school principals and media specialists in elementary and secondary schools perceive the preparation of pre-service teachers regarding media and technology and specific skills that should be required of beginning teachers. A survey instrument was administered to 83 principals and 83 media specialists employed at schools in Georgia. Principals and media specialists were not selected from the same building. Responses were received from 55 principals and 53 media specialists. Findings indicated that both groups felt that beginning teachers should be able to demonstrate skills in media and technology and that emphasis should be placed on computer literacy and the ability to operate and use computer software programs in the classroom. Responses by principals employed in small school systems indicated that less emphasis be placed on demonstration of production skills using technology. Close analysis of the media specialists' responses found that small school system specialists felt that the operation of a camcorder was more important than to those in middle or large sized systems. In addition, both groups felt that ability to select, use, and integrate appropriate instructional software in the curriculum was an important skill for beginning teachers to demonstrate. (Contains 18 references.) (JB) ED382607

Bernato, R., Fenter, R., Johanson, D., & Mangano, T. (1998). Teacher Competencies and Technology Integration. 20p. This study examined the extent to which computer training has affected Meadowbrook Elementary School, a suburban elementary school on Long Island, New York. The investigation began with a focus group comprised of staff members. Five teachers were chosen and given a series of eight questions that addressed the parameters of computer training in the school. A survey was then administered; 45 of 70 professional staff returned the surveys. Responses were categorized as classroom teachers, special area teachers, and support staff. Information was gathered related to proficiencies and competencies, software applications, observed results of student computer usage, overall benefits for students, and staff development preferences. The following three issues were identified for further analysis: (1) there is little or no difference in findings among the categories of instructional staff, although there were significant differences within job categories; (2) most respondents in all categories believe that intensive training sessions are the key to further integrating the user of computer technology in the instructional setting; and (3) approximately half the staff possesses advanced computer skills regardless of job category. Focus group questions and results are appended. (AEF) ED421965

Bishop, J. H. (1995). Expertise and Excellence. Working Paper 95-13. 154p. The research literature on the preparation of young people for work proves that policy recommendations are based on two false premisesacademic skills are good substitutes for occupation-specific skills and increases in job turnover and skill obsolescence rates have caused a decline in the return to occupation- specific training by schools. Analyses provide strong evidence that both generic technical competence and occupation-specific competencies have large effects on worker productivity and other indicators of labor market success. The decline in occupational turnover means the social returns to occupational skills training have increased. The rapid obsolescence of skills implies greater need for occupational skills development, not reduced need. If vocational students learn less mathematics and science than many academic students, it is because they take less demanding, not fewer, academic courses. School-based occupational training produces four effects: within-job productivity, technology-skill transfer, job access, and job stability. Because getting a training-related job is essential for the training to pay off, greater emphasis needs to be given to ensuring that graduates find such employment. The payoff to teaching computer applications is very large. Most high school vocational students could develop their skills more rapidly if their program presented greater challenges and expected more of them. (Includes 12 figures and 18 tables. Appendixes contain 172 references and 38 endnotes.) (YLB) ED389853

Bowden, J. (1994). The Development of Telematics in a Rural District in Western Australia. 9pp. In: Issues Affecting Rural Communities. Proceedings of an International Conference Held by the Rural Education Research and Development Centre (Townsville, Queensland, Australia, July 10-15, 1994); see RC 020 376. A case study investigated the use of telematics technology in the delivery of learning programs from a rural high school in Western Australia to four receiver schools. Telematics is an audiographic computer system that simultaneously links a teacher to classrooms in one to five other schools. The program was introduced in 1991 to widen curriculum choices for rural, isolated students. Interviews with administrators, teachers, and program coordinators at the delivery and receiving schools focused on six key program factors: accessibility, ease of use, reliability, functional application, organization, and lesson delivery. The study concluded that sharing of resources within a small cluster of schools has enabled schools to increase curriculum choices, allowed staff and students to become familiar with computer-based technology, encouraged and motivated staff to develop innovative educational practices, developed cooperation between schools in the network, increased retention of students in postcompulsory education, and increased opportunities for girls to develop technological competencies. It was also found that the location of the telematics equipment in the school was significant to program success, and that staff wanted existing facilities and equipment to be upgraded to improve lesson delivery. Staff also expressed concerns related to the level of program support and commitment demonstrated by the Ministry of Education, and the provision of a capable and reliable telephone service essential for program implementation. Contains 24 references. (LP) ED390612

Briers, G. E., & Edwards, M. C. (April 1998). Assessing Inservice Needs of Entry-Phase Agriculture Teachers in Texas. The inservice needs of entry-phase agriculture teachers in Texas were examined in a descriptive study that focused on Texas entry-phase agriculture teachers' personal and situational characteristics, their own assessment of their performance on specific competencies, and their need for inservice training on specific competencies. The target population consisted of all 165 entry-phase agriculture teachers in Texas. The 165 teachers were randomly placed in four groups, each of which received a different survey instrument. Each instrument focused on one of the following: student services competencies, program management competencies, personal roles and relationship competencies, and planning and managing educational tools and technologies. Of the 165 teachers, 91 (55%) submitted usable responses. Nearly 70% of the teachers were interested in pursuing a master's degree, and 50% preferred coupling inservice training with graduate credit. Only 20% selected distance education as their preferred method of receiving inservice education. Of the 163 competencies rated, 71 had a mean rating of 3.00 or higher. Facilitating adult learning environments was identified as the area in which inservice training is most needed, and facilitating balance in professional relationships the area in which inservice training is least needed. (Contains 28 references.) (MN) ED431101

Brittain, M., Chambers, M., & Marriott, P. (1998 Length: 7 Page(s); 1 Microfiche). Design Considerations in the Development and Delivery of Digital Learning Media. In: ED-MEDIA/ED-TELECOM 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (10th, Freiburg, Germany, June 20-25, 1998); see IR 019 307. This paper reports on the first phase of a research project undertaken by a team at the University of South Australia and Victoria University of Wellington (New Zealand) to design and deliver educational applications of digital learning media and to identify criteria for assessment of the efficacy and quality of the use of such media from a comparative analysis of three credit-bearing courses delivered in both on-line and conventional modes of delivery. The paper examines a set of assumptions derived from a constructivist approach to learning design in the context of a case study of Infotrain, an Internet-based course on electronic publishing. The following design principles for production of educational applications of digital multimedia are outlined: foster critical thinking as well as core skill competencies; create problem-based learning modules; frame problems in learner's life context; non-linear problem sets; essential role of the mentor; making optimal use of digital storage potential; making optimal use of the unique random access characteristics of digital media/hypertext; foster navigation skills and access to the totality of resources available; no preferred solution path; and a guide through the labyrinth. The Infotrain case study and conclusions to be considered in design of new courses incorporating digital media are presented. (Author/DLS) ED428654

Burkhart, J. (1995). Conducting the Job Task Analysis. 17pp. For related documents, see CE 072 551-559. This guide, which is intended for project directors, coordinators, and other professional staff involved in developing and delivering workplace education programs, explains the process of conducting a job task analysis to create customized curricula to meet the workplace education students' needs. After a brief discussion of the rationale for conducting a job task analysis, the job task analysis process is described as a procedure whereby supervisors and competent workers are observed, questioned, interviewed, and asked to supply materials so that the work-related competencies and basic skills required to perform a given job can be identified and used as a basis for developing a job- specific curriculum. Provided next are general guidelines for conducting a job task analysis and specific guidelines for interviewing/observing and collecting and organizing information. Also included are the following: sample employee and supervisor questionnaires; lists of reading, grammar/usage, math, writing, and speaking skills typically required in the workplace; lists of selected work- related competencies in the areas of identifying/using resources, working with others, acquiring/using information, understanding complex interrelationships/systems, and working with technology; and a sample job task analysis form. Contains a list of nine informational resources. (MN) ED399433

"Cultural Pluralism." For other documents in this series, see ED 420 662-663 and SP 038 023-027. 30pp. Cover. This report examines the effectiveness of Texas' Centers for Professional Development of Teachers (CPDTs) in addressing diversity as part of educational excellence. The state board of education's five proficiencies for teachers provide the framework within which the report describes program characteristics. For each proficiency, the report examines progress by the CPDTs in addressing diversity, offering case examples. Proficiency 1, learner-centered knowledge, involves developing culturally responsive content, understanding culturally responsive pedagogy, and developing culturally responsive skills in technology. Proficiency 2, learner-centered instruction, involves planning and implementing culturally responsive instruction and assessing learning in culturally responsive classrooms. Proficiency 3, equity in excellence for all learners, requires the teacher to respond appropriately to diverse groups of learners. Proficiency 4, learner-centered communication, has teachers serve as advocates for all learners and demonstrate ethical and professional communication skills. Proficiency 5, learner-centered professional development, involves teachers demonstrating a commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity. The five proficiencies for learner-centered schools promote the concept of learning as a lifelong process for teachers and students. (Contains 32 references.) (SM) ED421458 Available from: State Board for Educator Certification, 1001 Trinity, Austin, TX 78701 (whole series free with $5 handling and shipping).

California Community College Family and Consumer Sciences Program Plan, 1996. Including: Directory of Professional and Trade Organizations, Directory of Family and Consumer Sciences and Related Program Areas and Program Coordinators.(1996). 542pp. Project supported by funds from the Carl D. Perkins Vocational and Applied Technology Act (Title II, Part A and Title III, Part B), P.L. 101-392; the bulk of the report is printed on colored paper and not reproduce clearly; for a related guide, see JC 960 551. Intended as a resource for California community colleges and districts in assessing and improving family and consumer science (FCS) programs, this program plan provides information on current trends affecting the delivery of FCS programs and guidelines for assessing and developing new comprehensive or specialized programs. Following letters of transmittal, an introduction is provided to the program plan, highlighting its history, organization, philosophical and fiscal support, accountability and reporting framework, taxonomy of courses, and mission and goals. Next, the purpose and goals, career opportunities, curriculum, courses and core components, and program development and review standards are described for the following FCS areas: (1) fashion; (2) interior design/merchandising; (3) life management; (4) lifespan education (i.e., instruction in the areas of child development, family studies, and gerontology); and (5) nutrition, foods, and hospitality. The goals, responsibilities, course numbering system, and processes for articulating FCS programs with other levels are then described, focusing on participating high schools, community colleges, regional occupational centers, Tech Prep programs, Bachelor degree granting institutions, and community agencies. Next, the integrated Secretary's Commission on Achieving Necessary Skills (SCANS) competencies are detailed for each program area. Finally, a self-study and assessment instrument developed for FCS programs is provided and explained. Appendixes include lists of program plan committees and glossary of terms. Directories of professional and trade organizations and the California Community College directory of FCS and related program areas and program coordinators are attached. (TGI) ED398985

Carbone, R. E. (2000). Collaborations between the College of Arts and Sciences and the College of Education at Clarion University of Pennsylvania. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (52nd, Chicago, IL, February 26-29, 2000). Page Length: 7. This paper describes TACCOL (Technology Advancing a Continuous Community of Learners), a project at Clarion University of Pennsylvania. Designed to incorporate technology into teacher education, it involves collaboration between the College of Arts and Science and the College of Education and Human Services. TACCOL infuses technology into teacher preparation by integrating technology with an interdisciplinary approach to teaching science and mathematics. It involves university faculty and inservice and preservice mathematics and science teachers. The basic technologies incorporated are laptop computers, graphing calculators, calculator-based rangers, and calculator-based laboratories. Learners are engaged with hands-on, activity-based learning opportunities. Technology competencies gained support effective teaching of the Pennsylvania Academic Standards for Mathematics and the emerging Pennsylvania Academic Standards for Science and Technology for grades K-12. The workshops help develop a community of learners. University faculty are taught first. They then teach inservice teachers during summer workshops. University faculty also teach integrated mathematics and science concepts to undergraduate preservice teachers. Undergraduates who recently began their student teaching experiences are matched with cooperating teachers who have attended the TACCOL summer workshops. The collaboration of cooperating teachers with preservice teachers completes the cycle of a continuous learning community. (SM) ED440070

Carlson, P. A. (1998). Teacher-Driven Design of Educational Software. 7pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. This paper reflects on the author's participation in two government- sponsored educational software development projects that used a holistic design paradigm in which classroom formative assessment and teacher input played a critical role in the development process. The two project were: R- WISE (Reading and Writing in a Supportive Environment)a learning environment to teach writing at the ninth and tenth grade level, and BioBLAST (Better Learning through Adventure, Simulations, and Telecommunication)a content-rich learning environment that mirrors research being carried out at several NASA centers. In both projects, high school teachers were part of the design team from the beginning, and both alpha and beta versions were field-tested in classrooms. Characteristics that classroom experts believe should be instantiated in truly effective educational software are described. Features that enhance the teacher's effectiveness in the learning process by allowing them to become mentors and facilitators include: developing bridging activities for clarifying and reinforcing concepts; using "artifacts" to foster learning; and sustaining the sense of a community for scientific inquiry. Features that encourage students to become active participants in problem-based learning include: improved strategies for inquiry; enhanced communication and publishing competencies; and increased understanding of the relationship between information manipulation and concept formation. (AEF) ED421141

Carr, S. C. (1995). A Preservice Model for Preparing Special Educators in Rural Areas: Specialized Competencies. 9pp. In: Reaching to the Future: Boldly Facing Challenges in Rural Communities. Conference Proceedings of the American Council on Rural Special Education (ACRES) (Las Vegas, Nevada, March 15-18, 1995); see RC 020 016. The shortage of qualified special educators in Louisiana is critical, particularly in rural areas. Factors contributing to this shortage include low teacher salaries, reduction of tuition exemption for teachers taking certification courses, and higher tuition costs. University training programs must assist teachers in developing necessary competencies and prepare them to be responsive to the challenges they will face in rural communities. Specifically, there is evidence that effective rural special educators need consultation skills for conferencing and counseling parents and other family members, and training in the uses of computers for both instructional purposes and compensatory purposes in overcoming barriers to student learning. This paper describes Project ReSET (Recruit, Retrain, Retain Special Education Teachers in Rural Areas), a graduate teacher training program developed by Southeastern Louisiana University that seeks to increase the number of highly qualified special educators working in rural Louisiana. The program consists of 21 semester hours required for certification, and additional courses focusing on educational technology and working with families. Participants are certified in either mild/moderate or severe/profound impairments. Includes course descriptions for two courses entitled The Exceptional Family and Technological Applications in Special Education. (LP) ED381301

Cartlidge, S., Gerity, B., & Eastmond, N. (April 29, 1999). Utah State University, Department of Instructional Technology: Needs Assessment. Pagination inconsistent or absent. Needs assessment (NA) conducted by class of course 7010: "Institutional Technology (IT), Pro-Seminar". The purpose of this needs assessment, conducted as a class project, was to identify the gaps which exist in the current Instructional Technology (IT) program at Utah State University (USU). Five task groups were formed to handle specific areas of concern: (1) literature review, examining definitions of the field, competencies for graduates and professionals of the field, other programs in instructional technology, and exit interviews from USU graduates; (2) curriculum audit and curriculum matrix; (3) mail and e-mail survey of recent master's graduates of the USU IT Department; (4) telephone survey of other IT departments, in order to provide an external frame of reference; and (5) a focus group survey of companies in the surrounding area who hire instructional designers. Overall, the needs assessment was largely positive. In particular, graduates responded that the department teaches both the theoretical and practical aspects of the instructional design process well. Individual task group results are summarized, and the original reports provided by the task force teams are included. (AEF) ED434649

Casey, J. A., & Others, A. (1994). Use of Technology in Counselor Supervision. ERIC Digest. ED372357

Cesnich, J., & Others, A. (1994). The Challenge of Change. National Printing Industry Training Council Training Plan. 99p. Principally concerned with printing, publishing, and paper and paper products, the Australian printing industry is segmented into two sectors: general production and specialist (concerned with a variety of processes and products.) Current arrangements for entry-level training in the industry generally consist of off-the-job training usually provided by Technical and Further Education. Existing arrangements do not seem to be adequate to provide good entry-level training in the vocational and generic key competencies for the subsequent adaptability and career path development of the work force. The industry needs to place a greater emphasis on planning for its future, particularly in terms of making sure it has a pool of skilled workers on which it can draw during periods of economic upturns. One of the most significant factors shaping future industry trends is technological change. Given the rapid changes in technology, traditional approaches to training face some challenge. Recommendations for a printing industry training plan include the following: competency-based training, recruitment standards, flexible training pathways, training agreements, management training, access and equity, and national assessment, certification, and recognition systems. The issue of how entry-level training is to be funded will be affected by choice of delivery and assessment methods. The relatively concentrated off-the-job training arrangements help the printing industry be among those leading the change process. (Appendixes include profiles of each industry sector, consultations and survey, National Printing Industry Training Council (NPITC) Carmichael Working Party, and Annual Student Contact Hours (ASCH) and course coding. Contains a 44-item bibliography.) (YLB) ED384809

Chappell, C., & Melville, B. (1995). Professional Competence and the Initial and Continuing Education of NSW TAFE Teachers. A High Quality Teaching Workforce for TAFE NSW. Report Part 1. 91p. This report summarizes the results of a project to develop a professional competence description for teachers in technical and further education (TAFE) in New South Wales to inform the initial and continuing educational needs of the profession. Chapter 1 discusses the conception of competence that underpins professional practice and includes a brief summary of the literature that has addressed teacher competence. Chapter 2 explores the contexts in which professional practice occurs in the TAFE environment and outlines the problems associated with drawing distinctions between the competence required of beginning and more experienced TAFE teachers. Chapter 3 outlines the research methodology used in the collection of data to develop the competence descriptions, including a workshop, questionnaire, memorable incident interviews, extended workplace interviews, and a literature review. Chapter 4 outlines the professional competence description. The description is divided into three domains of practice: adult teaching and learning, professional practice, and organizational development. Each domain is divided into a number of practice areas and includes a statement that indicates the knowledge base that underpins practice in these areas. Each practice area is described using three components: action, example, and performance guide. Appendixes show the results of the modified functional analysis, questionnaire schedule, semistructured guides for interviews, and annotations of 30 references. (YLB) ED391017

Chisholm, I. M., Carey, J., & Hernandez, A. (March 1999). Access and Utilization of Computer Technology by Minority University Students. In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. Universities assume that entering students possess computer skills and literacy and then expect students to utilize these assumed skills by offering computer-based instruction, requiring research using the World Wide Web, offering online courses, and integrating computer usage into many courses. Universities seldom stop to determine if required competencies exist uniformly across all students. Literature has shown that computer access and integration of computers into curricula have been significantly lower in student populations from ethnic minorities in K-12 public schools. This study looks at access and utilization issues of students at an urban university across students of many different ethnicities to determine if discrepancies persist at the university level. Findings in the following areas are discussed: computer skills and training; computer access hardware; computer accesssoftware; computer accessInternet/e-mail; current computer use; classroom computer use; and computer perspectives. Based on the findings, several changes are recommended that will expand computer ownership, training, support, and modeling of professional use of computers. (Contains numerous references.) (Author/AEF) ED432234

Cityworks: A Strategic Planning Model for Workforce Education and Training.(1995). 101pp. For a progress report on the Model, see JC 970 020. In an effort to become more responsive to students' needs regarding the current and future labor market, California's City College of San Francisco (CCSF) developed "CityWorks," a strategic plan for workforce education and training. This report provides background to the development of CityWorks and describes key goals and strategies. Following a preface reviewing the college's Workforce Education Task Force responsible for the plan, part 1 discusses changes in the nature of work and related training needs that informed the plan's development. Part 2 profiles the San Francisco Bay area economy and workforce, while part 3 describes community colleges' experimentation with innovative learning methods, including active learning, learning with others, learning in context, learning how to learn, and learning with technology. Part 4 reviews CCSF's strengths and weaknesses related to workforce education, while part 5 describes the CityWorks model, focusing on the following four elements: consideration of special student populations and their needs; the implementation of career clusters at CCSF; the inclusion of school- and work-based learning activities, career decision-making and educational planning activities, and connecting activities between school and work; and the provision of support services. Finally, part 6 discusses the implementation of CityWorks, highlighting five goals and providing a table of strategies and actions related to each goal. Contains 61 references. Appendixes provide a description of workplace competencies, a table of assignments that integrate the competencies into the curriculum, CityWorks worksheets of learning activities, and a glossary of terms. (HAA) ED401983

Clarke, A., Essom, J., & Forty, V. (1999). Developing Skills for Information Technology Tutors. An Open Learning Pack for Tutors of Information Technology. This open learning pack is designed to help instructors of information technology courses in Great Britain's further education sector to become effective tutors. The pack consists of four learning modules that are each designed to be completed in 30 hours. The modules consist of an introduction that outlines objectives and lists competencies addressed in the module and sections (units of instruction) that include the following: section objectives, instructional text, and exercises. Topics of the modules and sections are as follows: facilitating learning (how adults learn, approaches to learning, feedback, pace and review, supporting older learners); planning and delivering an initial information technology session; teaching methods and information technology (one-to-one teaching, small group teaching, whole-class teaching, demonstrations); designing and delivering an information technology course (introduction to session planning, learning aids, hints and tips, and two levels of information technology content). Appended is a guide to obtaining accreditation through the Open College Network South East Midlands. (MN) ED433442

Coley, R., Cradler, J., & Engel, P. K. (1997). Computers and Classrooms: The Status of Technology in U.S. Schools. Policy Information Report. 71p. The purpose of this report is to provide a "snapshot" of the status of technology use in United States schools. The report focuses on the following: school access to technology; student use of computers; evaluating the impact of educational technology; connecting teachers and technology; assessing the content and quality of courseware; and the costs of educational technology. Statistics for these issues are summarized and highlighted at the beginning of the report. Charted figures include: (1) technology penetration in U.S. public schools 1995-96; trends in the numbers of students per computer; the number of students per computer, multimedia computer, cable tv, internet access, CD-ROM, local area networks, videodiscs, and satellite technology compared to the number of Title I students, the number of minority students, and also compared by state; (2) students' use in 1994 of computers: at home and school, for school work, students with teachers teaching reading, U.S. history/social studies, and geography, use in mathematics, use by college-bound seniors, and computer-related coursework or experience of college-bound seniors by gender and race/ethnicity and in various subjects or experience; (3) percentage of teachers who had at least nine hours of training in education technology in 1994, by state; states requiring courses in educational technology for a teaching license, 1996; (4) courseware evaluation and application "road map"; number and percentage of courseware rated as "exemplary, desirable," and percentage not recommended by the CITC (California Instructional Technology Clearinghouse) from 1991 to 1995; for science, mathematics, history/social science, and English/language arts, 1995; integrating technology into the curriculum; (5) costs of four technology deployment models; ubiquitous LAN with local server and high-speed line model; average annual costs for fiber-optic broadband deployment to all U.S. public schools with three scenarios and two deployment schedules; and the percentage of schools in high- cost areas, by locality. (Contains 43 charts.) (AEF) ED412893

Colorado Technology Competency Guidelines for Classroom Teachers and School Library Media Specialists.(January 1999). This document provides guidelines to school districts, BOCES, and teacher training institutions regarding technology-related skills that Colorado teachers, school library media specialists and other certified staff should have in order to meet the ever changing needs of Colorado's learners. The document is the result of deliberations by a working group consisting of district and state technology experts and administrators. It draws upon their knowledge and concerns for the state of teaching and learning in Colorado schools and from national, state, and local standards developed by the International Society for Technology in Education (ISTE), the North Carolina Department of Public Instruction, and Jefferson County School District One (Colorado). The guidelines' organization has been adapted from ISTE's National Standards for Educational Technology, and the teacher competencies are taken from all three documents. The technology skills needed by teachers and school library media specialists are divided into three areas: basic computer/technology operations and concepts; personal and professional use of technology; and integration of technology into a standards based curriculum. Essential and extended technology skills are outlined for each of these areas. The appendix includes more advanced skills needed by the individual(s) responsible for maintaining a school's technology infrastructure. (AEF) ED433020

Commonwealth of Pennsylvania Adult Education Section 353 Special Demonstration Projects. Project Abstracts for the Fiscal Year 1996-1997.(1998). 36p. This booklet describes 26 projects funded by Pennsylvania (PA) Bureau of Adult Basic and Literacy Education (ABLE). Descriptions include title, purpose, impact, project outcomes, conclusions or recommendations, project continuation or future implications, product, project director, and descriptors. The following projects are profiled: AchievE: High School Diploma Program for Adults; Adult Education Alternative Diploma; Adult Learner Skills Competencies: Framework for Developing Curricula in Adult Contexts and Linking Instruction to Assessment; Assessment for Adult Learners: Training Module for Practitioners; AXIS: Adult Education eXpress Intercommunication Support; Building Communities for Learning; Case Management for Adult Educators; COLOR of Education; Development of Criteria for Student Data Reporting; Focus on Adaptation; General Educational Development (GED) Graduates Progress; Parenting Skills through Children's Literature in Family Support Centers: Adaptation of Existing Curriculum; PA Action Research Network: Staff Development; PA Adult Literacy Practitioner Inquiry Network: Building Capacity, Strengthening Links; Philadelphia Alternative Diploma Project; Preparing to Enter the Workforce: School-to- Work Model for Adults; Rural Co-Options for Lifelong Learning; School-to- Work; Standardizing Forms for Non-Metropolitan Literacy Providers; Statewide Staff Development: Adults with Learning Differences; Success Stories; Summer Institute: New Teacher Orientation; Summer Institute: Technology II; Transmission of Data through Technology; "What's the Buzz?" Pennsylvania's Adult Basic and Literacy Professional Development Newsletter; and Work beyond GED. (Includes indexes of agency and descriptors.) (YLB) ED421634

Communication Technology: Guide to Standards and Implementation. Career & Technology Studies.(1997). 352p. This curriculum guide is designed to help teachers assist secondary students in Alberta (Canada) in meeting the following objectives: develop skills that can be applied in their daily lives, refine career planning skills, develop technology- related skills in communication technology, enhance employability skills, and apply and reinforce learning from other subject areas. The curriculum is organized is strands and modules. This guide for the communication technology strand contains 33 modules that define what a student is expected to know and be able to do. The guide is organized into the following sections: (1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in career and technology studies; (2) strand rationale, philosophy, and organization; (3) planning for instruction for career and technology and communication technology courses; (4) curriculum and assessment standards for introductory communication technology competencies; (5) curriculum and assessment standards for intermediate communication technology competencies; (6) curriculum and assessment standards for advanced communication technology competencies; (7) assessment tools; (8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guide. (YLB) ED410474

Computer/Technology Skills: Standard Course of Study and Grade Level Competencies, K-12. Revised.(1998). 68p. North Carolina has maintained a "Standard Course of Study" since the 1890s; every five to seven years since that time, it has been revised to reflect the needs of North Carolina students. The Standard Course of Study includes curriculum that should be made available to every child in the state's public schools. The "K-12 Computer/Technology Skills Standard Course of Study" identifies the essential knowledge and skills that all students need to be active, lifelong learners in a technology intensive environment. The three competency goals defined include: (1) The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies; (2) The learner will demonstrate knowledge and skills in the use of computer and other technologies; and (3) The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information. Following an introduction and overview, activities and objectives are defined for these goals separately for grades K-8, and then collectively for grades 9-12 in different subject areas. Grade Level Strand Guides are provided individually for grades K-8 and collectively for grades 9-12. Contains a glossary of terms. (AEF) ED422898

Cultural Understandings as the Eighth Key Competency. Final Report.(1994). 48p. In 1992, the following competencies were proposed as key employment-related key competencies for vocational education students in Australia: collecting, analyzing, and organizing information; communicating ideas and information; planning and organizing activities; working with others in teams; using mathematical ideas and techniques; solving problems; and using technology. In July 1993, the set of competencies was found to be deficient in not including cultural diversity/understanding and was amended to include cultural understanding as the eighth key competency. Cultural understanding was defined as consisting of knowledge and skills relating to understanding the following: Australia's historical, geographical, and political context; major global issues such as competing environmental, technological, and social priorities; and the world of work and its importance and requirements. The process of formulation and validation of cultural understanding as the eighth key competency included the following phases: a review of the paper at meetings attended by 257 stakeholders for every Australian state and territory and an industry validation process that included input from seven industry groups of diverse size and profile. (MN) ED371202

Darwazeh, A. N. (1995). The Effect of Training in Instructional Designer Competencies on Teachers' Planning Routine and Their Students' Academic Achievement. 21pp. In: Proceedings of the 1995 Annual National Convention of the Association for Educational Communications and Technology (AECT), (17th, Anaheim, CA, 1995); see IR 017 139. A class of 37 in-service government school teachers from the Nablus (Palestine) district was studied to investigate the effects of 18 hours of training in Instructional Designer's Competencies (IDC) on teachers' planning routine, and their students' academic achievement. A questionnaire measured IDC in five domains: analysis, design, implementation, management, and evaluation. It was administered to the teachers before and after training. Results indicate that training teachers on instructional designer's competencies enhanced their planning routine and their students academic achievement; using true experimental designs like a pretest-posttest control group design is recommended in future research. (Contains 20 references.) (AEF) ED383293

Design Studies. Guide to Standards and Implementation. Career & Technology Studies.(1997). 349p. With this Career and Technology Studies (CTS) curriculum guide, secondary students in Alberta can do the following: develop skills that can be applied in their daily lives; refine career-planning skills; develop technology-related skills in design; enhance employability skills, especially in design occupations; and apply and reinforce learning developed in other subject areas. The curriculum is organized in strands and modules. This guide encompassing the design studies strand contains 31 modules that define what a student is expected to know and be able to do (competencies). The guide is organized in the following parts: (1) program rationale and philosophy, learner expectations, program organization, curriculum and assessment standards, and types of competencies in design studies; (2) strand rationale and philosophy and strand organization for design studies; (3) planning for instruction for career and technology studies and for design courses; (4) module curriculum and assessment standards for introductory level design competencies; (5) module curriculum and assessment standards for intermediate level design competencies; (6) module curriculum and assessment standards for advanced level design competencies; (7) assessment tools; (8) linkages and transitions; (9) learning resource guide; and (10) sample student learning guides. Modules cover the following broad topics: sketching/drawing/modeling; 2-D and 3-D design fundamentals and applications; computer-aided design (CAD); drafting; technical drawing; living environment; CAD modeling; the evolution of design; the design profession; and portfolio presentation. (KC) ED411411

Do You Want to Make a Difference in the Lives of Students with Special Needs? Careers in Special Education and Related Services.(1998). Designed for high school students interested in careers in special education and related services, this guide outlines the different roles of special education and related services professionals who teach and provide specifically designed instruction and services to children with disabilities. It addresses the different disabilities that students have and federal legislation that requires services to be provided. Profiles are provided of the different types of professionals, including adapted physical educators, art therapists, audiologists, educational diagnosticians, interpreters for students with deafness, music therapists, occupational therapists, orientation and mobility specialists, paraeducators, physical therapists, recreational therapists, rehabilitation counselors, school counselors, school nurses, school psychologists, school social workers, special education teachers, speech-language pathologists, and technology specialists. Professional preparation for becoming a special education or related services professional is addressed and a table provides information on the educational degrees required for these positions. The shortage of special education teachers and related services professionals and the resulting employment opportunities are also discussed and a chart is provided that illustrates the professionals needed for the different disabilities. A list is included of special education and related services professional associations. (CR) ED420979 Available from: National Clearinghouse for Professions in Special Education, 1920 Association Drive, Reston, VA 20191-1598; toll-free telephone: 800-641- 7824; e-mail: ncpse@cec.sped.org; World Wide Web: http://www.cec.sped.org/ncpse.htm

Ely, D. P. (1995). The Field of Educational Technology: Update 1995A Dozen Frequently Asked Questions. ERIC Digest. 5pp. Update of ED 366 330. ED387117

Farajollahi, K., Ogle, G., Reed, W., & Woodcock, K. (2000). Graphic Arts: The Press and Finishing Processes. Fourth Edition. Teacher Edition {and} Student Edition. "Revised by Brett Jones." For related documents, see ED 410 416-418 and ED 432 677. Part of a series of instructional materials for courses on graphic communication, this packet contains both teacher and student materials for seven units that cover the following topics: (1) offset press systems; (2) offset inks and dampening chemistry; (3) offset press operating procedures; (4) preventive maintenance and troubleshooting; (5) job ticket and cost awareness; (6) calculating paper cutting; and (7) binding and finishing. The teacher edition consists of the following elements: (1) introductory pages (a training and competency profile; a PrintEd Crosswalk that identifies competencies covered in the publication by unit number and objective, an instructional and task analysis, a reference sheet explaining the basic skills icons and classifications used in the guide, a basic skills matrix, and a tools, equipment and materials list); (2) teacher pages for each unit (suggested activities, answers to assignment sheets, written test with answers, learning activities sheet, transparency masters); and (3) page references to the student edition. The student edition includes objective sheets, information sheets, student supplements, assignment sheets, and job sheets. (KC) ED435851

Feller, R., & Others, A. (1994). School Counselor Role in Planning and Integrating Basic Skills. ERIC Digest. ED378462

Felstehausen, G., & Others, A. (1995). Authentic Assessment for Occupational Competency for Career and Technology Education. Final Report. Year Two. 54pp. For the first year report, see CE 070 273. A project was conducted to identify outcomes and procedures for measuring the occupational competency of students completing a coherent sequence of courses in career and technology education (C&TE) programs throughout Texas. The major objectives of phase 2 of the project were as follows: validate criteria for a career portfolio, integrate the career portfolio with general education, establish criteria for authentic assessment, and develop a career portfolio model. Data were obtained from the following: 4 group discussions with a total of 21 child care industry representatives and 11 horticulture industry representatives in Lubbock and Austin (Texas); input from a 10-member authentic assessment advisory committee that included project staff and representatives the Texas Education Agency; site visits to 3 child care education programs; and telephone interviews with teachers currently using authentic assessment in general education. The information obtained was analyzed and used to develop a career portfolio model that is designed for use in C&TE and that integrates occupation- specific skills, the workplace competencies identified in the Secretary's Commission on Achieving Necessary Skills report, and general education. (Contains 36 references. Appended are lists of focus group participants and employability skills and child care competencies and additional comments of the focus groups.) (MN) ED388857

Foley, J. (1997). Success in Restructuring: A Step-by-Step Recipe. 35pp. Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development (Scottsdale, AZ, February 24-25, 1997). This paper describes how a new elementary school used technology as the catalyst for school restructuring. First, the principal studied 36 schools that had been identified as successful change sites. She conducted interviews with and surveyed the teachers and principals, focusing on how the principal made a difference in facilitating school restructuring. The paper outlines the school's steps in the change process: recognize readiness and agree to proceed; form core planning committees; review the research and professional literature; review successful practice; involve everyone in the planning process; write the plan; implement the plan; and keep it going. The paper outlines the school's technology proficiencies required of students at each grade level, how technology was integrated into the curriculum, the ways in which technology was applied in the classrooms, and the roadblocks encountered and solutions developed. One figure is included. (Contains 52 references.) (LMI) ED409607

Furst-Bowe, J., Ed. (1996). Competencies Needed To Design and Deliver Training Using Instructional Technology. 9pp. In: Proceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. The use of technology in training has grown tremendously. Tools commonly being used include computer-based training systems, multimedia systems, electronic performance support systems, and telecommunications systems for distance learning. The use of technology-based delivery systems in training has many potential benefits for organizations, but the trainers using the systems must possess the skills needed to effectively utilize the technology. This study provides information on the implementation of instructional technology in employee training and the competencies needed by trainers to utilize instructional technology in their jobs. Results of the study show that the major types of instructional technology used in training and development will not change dramatically over the rest of the 1990s. There will be greater use of interactive technologies, and more companies will use digital multimedia technologies and individualized performance support systems to provide flexible training opportunities. It is more important for trainers to be able to use and evaluate new technologies than to be able to design them; program or system development is usually done by computer programmers or media specialists. Vendor-sponsored training and self-study methods are the primary sources of competency development in instructional technology. The major barriers to implementing instructional technology in training programs are lack of time and financial resources. Lack of compatibility between systems, management support, technical support, and trainer skills are also significant barriers. The study did not find a lack of trainee interest in using instructional technology or a lack of support for training efforts. Included are recommendations for practitioners and training providers. (Contains 18 references.) (Author/SWC) ED397795

Gamoran, A., Ed. (1998). The Quality of Vocational Education. Background Papers from the 1994 National Assessment of Vocational Education. 202p. This document contains five papers. "Vocational Teacher Education in U.S. Colleges and Universities and Its Responsiveness to the Carl D. Perkins Vocational and Applied Technology Education Act of 1990" (Richard L. Lynch) documents the trend toward decreasing enrollments in teacher training programs in virtually all vocational fields. "Occupational Experience as the Basis for Alternative Teacher Certification in Vocational Education" (Richard L. Lynch) establishes that occupational experience is an inadequate substitute for formal teacher preparation in vocational education. "Curricular Tracks and High School Vocational Education" (James A. Kulik) demonstrates that most of the difference between vocational and academic students' test scores is due to students' characteristics rather than the nature of vocational education. "The Impact of Academic Course Work on Labor Market Outcomes for Youth Who Do Not Attend College: A Research Review" (Adam Gamoran) documents the importance of a solid foundation in basic academic skills. "The Effect of High School Vocational Education on Academic Achievement Gain and High School Persistence: Evidence from NELS:88 (National Education Longitudinal Study of 1988)" (Kenneth A. Rasinski, Steven Pedlow) suggests that the benefits of vocational education for high school completion occur by improving students' success in courses. (MN) ED419950

General Curriculum Options Stream. CGEA Information Sheet No. 6.(1997). 6pp. For related documents, see CE 073 822-824. This information sheet describes General Curriculum Options, one of four streams or subject areas offered in the Certificates in General Education for Adults (CGEA) in Australia. The first seven learning outcomes are based on seven key competencies: collecting, analyzing, and organizing information; planning and organizing activities; communicating ideas and information; working with others and in teams; using mathematical ideas and techniques; solving problems; and using technology. The eighth learning outcome is identifying, analyzing, and applying the practices of culture. Content or Underpinning Knowledge outlines key concepts pertaining to each learning outcome that need to be introduced to students so they can achieve competence. The lists, which correspond to the eight learning outcomes, appear at the beginning of each module. The General Curriculum Options can be offered as part of the CGEA in two ways: by integrating the learning outcomes with those of other streams and through a discrete field of study. Module purposes at each of the four levels are described, and information is provided on reading the learning outcome details, including assessment criteria, assessment criteria, conditions of assessment, and assessment tasks. (YLB) ED406563

Giebelhaus, C. R., & Cruz, J. (1995). Implementing the BIE Intervention Strategy with Early Field Experience Student Teachers. Final Report. 10p. This study examines the effect and effectiveness of the "bug-in-the-ear" (BIE) intervention strategy used with early field placement teacher education students to see whether meaningful feedback early in training would significantly help with developing teaching competencies. The BIE strategy involves a one-way communication device to prompt or cue teacher education field placement students on specific teaching behaviors during the teaching process. This investigation used the BIE device with 25 elementary education field experience students and their cooperating teachers. The students received audio-cuing via the BIE device from either their cooperating teacher or their university supervisor at least once each week during a teaching episode. The target skills to be cued were eight discrete teacher clarity behaviors. Descriptive data were gathered from several sources including two previously utilized self-reporting instruments, audiotapes of pre- and post-conferences, reaction journals submitted by the field placement students, and video-taped lessons. The results confirmed that student teachers could attend to two different verbal stimuli simultaneously; cooperating teachers liked using the device; student teachers did respond to the cued behaviors; cues attended to various aspects of pedagogy, classroom management, and content; and BIE gave student teachers a sense of confidence. Limitations included the equipment itself, personal reluctance of some individuals, and the structure of the early field experiences. (Contains one figure and eight references.) (JB) ED393808

Gildart, K., & Healy, B. (1994). Skills for the 21st Century: A Report for the Maine Technical College System. 22p. The Skills Commission for the 21st Century was established by the Maine Technical College System Board of Trustees to determine the critical complementary skills necessary for success in the workplace of the 1990s. This report presents the Commission's findings based on input from employers and other key groups in the state. Following introductory materials describing the Commission's charge and providing a list of members, part 1 details basic skills providing a foundation for all other skills, including academic and communication skills related to reading, writing, mathematics and computation, listening, and speaking; thinking skills related to reasoning, problem solving, decision making, and creative thinking; and personal qualities related to responsibility, self-esteem, sociability, self-management, ethics, flexibility, self-control, and a commitment to learn. Part 2 describes competency skills related to the ability to allocate time, money, material and facility resources, and human resources; interpersonal relations, such as participating as a member of a team, teaching others new skills, serving others, exercising leadership, negotiating, and working with diversity; acquiring and evaluating, organizing and maintaining, interpreting and communicating, and using computers to process information; understanding, monitoring and correcting, and designing systems; and selecting and applying technology. (Contains 16 resources.) (KP) ED386233

Gonzalez, L., Gatti, M., & Tagliaferro, C. (1996). Competencies in Two Sectors in which Information Technology (IT) Exerts a Strong Influence: Telecommunications and Administration/Offices. Case Studies in Italy, France and Spain. Final Report. CEDEFOP Panorama. 62p. As part of a larger effort to pinpoint emerging training needs, case studies of the telecommunications and administration/offices sectors were conducted in Spain, Italy, and France to identify new information technology (IT) competencies required of employees in those fields and determine whether IT has similar consequences in individual European Union member states. Data were collected from relevant publications and documentation and interviews with key exponents and experts in the sectors. In all three countries, the introduction of IT has tended to make mechanical, lesser-skilled tasks superfluous and has required competencies related to the ability to obtain, select, process, and disseminate information. The introduction of IT in firms and organizations has tended to parallel organizational changes involving a transition from highly hierarchical structures to project groups, thus creating a new emphasis on abilities such as self-esteem, creativity, adaptability, responsibility, self-control, and ability to work in teams. Differences were discovered in the degree of IT implementation in Spain, Italy, and France. Significant differences in occupational classifications were found, both between and within individual countries. In all three countries, initial training provision for both sectors was undergoing significant renewal in terms of technological content. (Contains 68 references) (MN) ED412394

Grubb, W. N., & Badway, N. (1995). Linking School-Based and Work-Based Learning: The Implications of LaGuardia's Co- op Seminars for School-to-Work Programs. Technical Assistance Report. 30pp. Originally prepared for the Office of Technology Assessment, U.S. Congress. Co-op seminars are a key component of the cooperative education (CE) program at LaGuardia Community College in New York City. All LaGuardia students must enroll in CE and attend a series of co-op seminars that raise general issues about work, occupations in general, and the competencies required on the job. The seminars serve as a form of career exploration and a mechanism of connecting school- and work-based learning. Three levels of generic and major-specific seminars are offered. Like LaGuardia's CE program, the seminars attempt to promote an approach to teaching called TAR (Teach-Apply-Reinforce) and include classroom exercises and fieldwork assignments. Over the past decade, the co-op seminar program has undergone numerous changes, including a movement toward more generic seminars, greater flexibility, and use of union-sponsored and union-supported tutoring in basic skills. The co-op seminars incorporate a range of classroom techniques, including traditional lecture, class discussion, simulations/role play, and faculty sharing of personal experiences. The co-op seminars have proved to be a successful strategy for linking school- and work-based learning and offer a number of lessons for other schools considering establishing similar connecting activities. (Contains 17 references.) (MN) ED388861

Guidelines for Implementing State Skill Standards Certificate Program in Construction.(1998). 98p. This packet contains guidelines, a student competency checklist, and student evaluation sheet for use in a Wisconsin school-to-work state skill standards certificate program in construction. The guidelines provide a planning resource for implementing the program, which was created in partnership with unions, employers, the state Department of Public Instruction, and the Department of Workforce Development. The four sections of the guide are as follows: introduction and program overview, a description of the school-based learning components, a description of the work-based learning components, and sample forms and application materials for use in the program. The student competency checklist is a booklet designed to help students keep track of their progress by checking off each competency as they complete it. Competencies are organized into the following categories: core employability competencies; personal and interpersonal skills; thinking and information processing skills; systems and technology; specific carpentry competencies and construction industry knowledge; planning for construction; employing carpentry hand tools; employing construction power tools; materials and fasteners; residential foundations, framings, and roofs; interior walls and ceilings; inter and exterior doors, windows, and stairs; insulation application; residential floors and sills; and exterior walls and trim. The evaluation sheets provide rating scales and a record of student mastery and teacher comments for the competencies listed in the student competency checklist. (KC) ED419935

Harry, V. (2000). Technology Advancing a Continuous Community of Learners (TACCOL): Integrating Technology into Teacher Preparation. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (52nd, Chicago, IL, February 26-29, 2000). Page Length: 9. This paper describes Clarion University of Pennsylvania's TACCOL (Technology Advancing a Continuous Community of Learners) program. TACCOL develops and implements an innovative environment for interfacing technology with mathematics and science education while achieving and maintaining systemic change in teacher education and K-12 learning. TACCOL's goal is to provide professional development for higher education faculty, prospective teachers, and cooperating teachers from local school districts to enhance instruction in mathematics and science through the use of computers, graphing calculators, calculator-based rangers, calculator based-laboratories, and multiple probes. A variety of professional development activities have been used to enable participants to acquire minimum competencies. Participants learn through hands-on, interactive activities, with a constructivist approach to teaching and learning. TACCOL will be sustained through continued university and school professional development opportunities, curricular change, and the ongoing integration of technology into mathematics and science content classes. Since university faculty have been trained to use the technology, they are integrating technology use into general education and methods courses for prospective teachers. Prospective teachers are feeling confident about integrating technology into their future classrooms. Practicing teachers who participated in summer workshops are prepared to integrate technology into their classrooms. (SM) ED440071

Hatcher, T., & Craig, B. (1998). Humanizing the Technological Learning Experience: The Role of Support Services as Socialization in a Human Resource Development Distance Education Program. 10p. The University of Arkansas developed a distance education (DE) baccalaureate degree program in human resource development (HRD) that serve as a model for developing DE at any level. The program, which was designed on the basis of a statewide needs assessment and competencies researched by the American Society for Training and Development, is unique from the standpoint of its use of support services. Support services have traditionally been viewed as separate from but supportive of technologically based cognitive and affective learning. In the new HRD program, support services have been defined in terms of factors that support socialization of learners and faculty. When the HRD program was developed, the following five components of effective DE programs were discussed from the standpoint of how their interaction could result in a synergistic and humanizing learning experience for adult learners: organizational philosophy; course content; learner characteristics; location of teachers and learners; and technology/media. After the discussions, instructors in the HRD program adjusted their instructional approaches to accommodate various levels of readiness to learn self-direction and the unique characteristics of adult learners. They also conducted orientation sessions, periodic site visits, and once-per-semester centralized meetings/learning activities with all participants. (Contains 14 references.) (MN) ED415407

Hayek, J. C., & Kuh, G. D. (November 1999). College Activities and Environmental Factors Associated with the Development of Life-Long Learning Competencies of College Seniors. ASHE Annual Meeting Paper. Paper presented at the Annual Meeting of the Association for the Study of Higher Education (24th, San Antonio, TX, November 18-21, 1999). This study examined college activities and environmental factors associated with the acquisition of continuous learning skills, looking at where students who report the greatest gains in continuous learning devote the most time and energy and at the student and institutional characteristics associated with above-average gains in the capacity for continuous learning. The sample for this study was composed of 17,541 college seniors attending four-year institutions who completed the College Student Experiences Questionnaire between 1994 and 1997. Four tentative conclusions were reached: (1) as a group, college seniors reported making substantial progress in areas important to continuous learning; (2) certain college activities and environmental factors appear to be important, including amount of effort students devote to classroom activities, amount of effort devoted to science and technology, and an institutional environment valuing critical, evaluative, and analytical performance; (3) gender differences suggest that men benefit most from peer engagement, while for women, involvement in athletic and recreational activities is important; and (4) some activities, such as participation in formal extracurricular activities, appear to contribute little to continuous learning competencies and skills. Nine tables summarize regression data. The questionnaire is appended. (Contains 36 references.) (CH) ED437004

Heslinga, J. (1998 Length: 30 Page(s); 1 Microfiche). Alberta's Flexible Career and Technology Studies Curriculum Meets Most of Our Students' Needs. Paper presented at the Annual Meeting of the International Technology Education Association (Fort Worth, TX, March 8, 1998). Alberta's Career and Technology Studies (CTS) curriculum is a new way to organize the previous practical arts curricula to allow flexibility and accessibility. The basis of CTS is its modular framework. The curriculum is organized around a framework of more than 21 career or technology strands. The strands are common areas of study, relating to industry sectors, that help organize the modules of the curriculum into career-related groups. Many skills, areas of knowledge, and attitudes in the career spectrum are transferrable from career to career. Each career strand contains many curriculum modules consisting of skills, information, attitudes, and material that can be taught in approximately 17-25 hours. The modules range from entry-level through advanced and career-specific skills. By selecting a series of modules, a course can be built to meet the needs of individual students, with a focus on competencies rather than time spent. Although the curriculum is flexible, it is also prescriptive and accountable. The documentation describes specifically the requirements of any module. The curriculum also includes resource suggestions and facility requirements. (A series of transparencies illustrating this curriculum are included in the document.) (KC) ED427175

Hill, M. H., & Stephens, L. C. (March 1999). David's Story: How Technology Helped a Severely Disabled Learner Read and Write. In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. This case study describes how one autistic learner, an 11-year-old boy, became a co-researcher with university literacy instructors to investigate how hypermedia can help him develop language and literacy skills. Data was collected for one year from video taping, journal notes, interviews with teachers and parents, test scores, and student artifacts of reading and writing samples. Researchers learned that fast-paced behavioral games were a detriment to learning language processes, whereas talking books on CD- ROM, schematic mapping software, and simulations helped the learner to increase reading and writing competencies. The learner's scores doubled every six months in reading and writing. (Contains 17 references.) (Author/AEF) ED432279

Hinkle, J. S. (1994). Sports Counseling: Helping Student-Athletes. ERIC Digest. ED379532

Horvatich, P. K., & Wergin, J. F. (1998). Building a New Profession: Defining and Measuring the Competence of Addiction Counselors. 33pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). The education of addiction counselors, once based on tradition, myth and politics, is becoming professionalized, based on competencies, research and best practice. Many factors have contributed to this shift as subspecialties for addiction treatment have emerged in various disciplines. In 1993 the Center for Substance Abuse Treatment created the Addiction Technology Transfer Center Program to foster improvements in the preparation of treatment professionals. A curriculum committee developed a set of 121 competencies for practice. A survey was conducted to validate the competencies, determine gaps between actual and needed competencies displayed by entry-level counselors, and determine congruence among the perceptions of three practitioner groups: clinical supervisors, least experienced counselors, and most proficient counselors. Results for demographics, data reduction procedures, validation of the 121 competencies, gaps between actual and needed competencies, congruence among perceptions of counselor groups, and competency subsets are reported. Large gaps were observed between what competencies counselors need to do the job and the competencies they possess. Discussion includes validation issues, the further usefulness of the survey findings, and the competencies list. Tables present demographics and needs assessment; the complete "Addiction Counselor Competencies" document developed by the committee is appended. (EMK) ED422545

HRD Academic Programs.(1996). 26pp. In: Academy of Human Resource Development (AHRD) Conference Proceedings (Minneapolis, MN, February 29-March 3, 1996); see CE 073 480. This document contains three papers presented at a symposium on human resource development (HRD) academic programs moderated by Gene Audette at the 1996 conference of the Academy of Human Resource Development. "Revisiting Perceptions of HRD Roles: Implications for HRD Curricula" (Danilo M. Baylen, Margaret L. Bailey, Mary Samardzija) discusses a study in which human resources development (HRD) practitioners and students enrolled in HRD or related programs identified needs analyst and group facilitator as the top HRD practitioner roles and strategic planner and performance technologist as emerging HRD practitioner roles. "Establishing a Research Base for Professional Development" (Robert E. Norton, Reva Hutchins) presents findings from a national study of teacher training needs and tasks for career-related teachers that will be used to establish a research base for professional development of teachers. "Profile of the Human Resource Development and Adult Education Professoriate and Perceived Dynamics Framing Program Integration" (Shari L. Peterson, Joanne Provo) reports a study that profiles the HRD and adult education professoriate, describes economic and organizational dynamics that help shape the direction of both HRD and adult education, and identifies the nature of organizational alliances that serve to integrate the two fields. Papers contain references. (MN) ED403495

Hurley, N., & Mundy, P. (1997). Technological Innovation: Teacher Preparation, Adaptability, and Effectiveness. 18p. This study examined elementary teachers' perceptions about their preparation for efficient, effective implementation of technology, the adaptability of technology to teaching style, and the effect on students of their technology use, investigating whether there was a correlation between those three variables. This work also examined the effects of the grade level in which the teacher taught on all three variables. Data came from a survey given to elementary teachers in a school that had recently introduced technology-based learning into a traditional school setting. The survey included 47 questions with a four-point response scale. The data were analyzed using descriptive statistics, correlation analysis, and one-way analysis of variance. Results indicated that teachers felt strongly that they had been efficiently and effectively prepared for implementing technology, that technology was adaptable to their teaching styles, and that the use of technology positively affected students. There was a positive correlation between the variables "preparation for technology" and "effect on students" and "preparation for technology" and "adaptability of technology to teaching style." Teachers were still at the developmental stage in implementation. The grade level in which teachers taught had no effect on the three variables. (Contains 4 tables and 19 references.) (Author/SM) ED417164

Huston, R., Ed., & Armel, D., Ed. (1994). Association of Small Computer Users in Education (ASCUE) Summer Conference. Proceedings (27th, North Myrtle Beach, South Carolina, June 12-16, 1994). 349pp. For 1992 proceedings, see ED 357 732. Topics addressed by 40 papers from a conference on microcomputers include: developing a campus wide computer ethics policy; integrating new technologies into professional education; campus computer networks; computer assisted instruction; client/server architecture; competencies for entry-level computing positions; auditing and professional development; mobile computing; computer applications in physics; artificial neural networks; virtual classrooms; the North Carolina Information Highway; Computer Science curriculum; expert systems; ethics for information systems professionals; listservs; local area networks; computer security; computer simulations; telecommunications and education; campus- wide information systems (CWIS); and the Internet. This volume also includes information about ASCUE; a list of ASCUE board members; and a presenters index. Most of the papers include references. (JLB) ED372752

Imel, S. (1999). Work Force Education: Beyond Technical Skills. Trends and Issues Alert No. 1. This brief suggests that during the past 2 decades, the skills needed to succeed in the workplace have changed significantly. Technical skills remain important, but, increasingly, employers recognize another category of skills crucial to a worker's ability to work "smarter, not harder." These "soft," "core," "nontechnical," "essential," "generic," and "new basic" skills are required for organizations to adopt new forms of organization and management in which workers operate in teams with greater autonomy and accountability. A number of factors have converged to bring about the development of this set of employability competencies, including workplaces that place an emphasis on high performance jobs that require high skills and employer dissatisfaction with job applicants because of their competencies in areas other than technical skills. Current and future employers mention these skills most frequently as being essential: knowing how to learn; competence in reading, writing, and computation; effective listening and oral communication skills; adaptability through creative thinking and problem solving; personal management with strong self-esteem and initiative; interpersonal skills; ability to work in teams or groups; leadership effectiveness; and basic technology skills. (Contains 16 annotations of resources that can help practitioners provide a new focus to their education and training efforts.) (YLB) ED426295 You be able to order this document from the ERIC Document Reproduction Service.

Instructional Technology.(1996). 19pp. In: Academy of Human Resource Development (AHRD) Conference Proceedings (Minneapolis, MN, February 29-March 3, 1996); see CE 073 480. These two papers were presented at a symposium on instructional technology in human resource development (HRD) moderated by Mark Lewis at the 1996 conference of the Academy of Human Resource Development. "An Analysis of the Instructional Technology Competencies Required by HRD Practitioners and Sources of Competency Development" (Julie A. Furst-Bowe) describes the computer-based technologies and distance learning systems currently used in employee training and technologies that will be used in future training processes. Following an examination of the competencies needed by trainers to use the various types of technologies, the study identified where trainers are obtaining competencies in the use of computer- based technologies and distance learning and the barriers to implementation. "Electronic Performance Support for Telephone Operators" (Theo J. Bastiaens et al.) examines the effectiveness of electronic performance support systems (EPSS) and describes the analysis, construction, and evaluation of an EPSS. Papers contain references. (KC) ED403471

Izquierdo, E., Ligons, C., & Erwin, B. (1998). Preparing Teachers for a Culturally Pluralistic Society. Restructuring Texas Teacher Education Series 6.

Jacobs, V. (1996). All Alone and Lost in Cyberspace: Closing the Gap between the Local Village and the Global Village through Teaching Namibian Children Information Skills and Technology. 9pp. In: Sustaining the Vision. Selected Papers from the Annual Conference of the International Association of School Librarianship (24th, Worcester, England, July 17-21, 1995); see IR 056 149. As most of the world progresses towards the twenty-first century, a large sector of the Namibian community struggles with coping with the twentieth century. This paper discusses the vision of educators concerned with school libraries in Namibia to educate the youth of the country to feel at home in a global information society. It is envisaged that these children will act as guides and will take their parents and teachers with them into the "hi-tech" world of the twenty-first century. A new syllabus, the Basic Information Science Syllabus (BIS), was created to enable teachers that do not have adequate information services to teach basic information skills adapted to their own unique situation. The BIS utilizes people and the environment in addition to "traditional" information resources, and all 15 modules make it possible for students to create their own information. An additional module, "The World of Information," addresses the nature of information, where to find information in any circumstances at any time, and uses of information. The paper provides examples of information skills projects and innovations in Namibia. Constraints influencing the success of the teaching module include negative teacher and educator attitudes towards information and the reality and the difficulties of implementing all modules all over the country. Some possible solutions to alleviate the constraints are proposed. An appendix shows the learning aims, basic competencies, and suggestions for the "World of Information" module. (Author/SWC) ED400846

Jensen, R. A., & Others, A. (1994). Fear of the Known: Using Audio-Visual Technology as a Tool for Reflection in Teacher Education. 18pp. Paper presented at the Annual Meeting of the Association of Teacher Educators (74th, Atlanta, GA, February 12-16, 1994). Even though videotape technology has been found to be an effective tool for evaluation of student teachers, this technology is often not used to assess performance in preservice clinical experiences. The purpose of this study was to explore the use of video technology as a tool for reflection in teacher education. In the study, student teachers and junior level field experience participants were required to videotape three teaching segments and to use those teaching samples as avenues for reflection and self-assessment. Students completed written evaluations after each videotape session as well as a Preservice Teacher Reflection and Self Analysis survey. To provide a focus for their reflection, students were asked to consider three skill groups: interpersonal skills; instructional management and organizational skills; and questioning skills. Study results suggested that preservice teachers' focused observations and reflections on their own teaching yield more reliable and helpful information than their attempts to self-assess their overall teaching competency. Student teachers tended to be more specific and descriptive in their self-assessment than did junior level practicum participants, and both groups demonstrated they were better at assessing their interpersonal skills and instructional management competencies than at assessing their use of questioning strategies. The results of this study support the use of audiovisual technology as a tool for reflection in teacher preparation and suggest that preservice teachers could benefit from more instruction and experience in videotaping, self assessment, reflection, and questioning strategies. Attached tables include: videotape flowchart, videotape self-assessment evaluation forms, and the Preservice Teacher Reflection and Self- Analysis survey form. (ND) ED387482

Jody, M., & Saccardi, M. (1998). Using Computers To Teach Literature: A Teacher's Guide. 236pp. Second edition of "Computer Conversations," revised and updated. Emphasizing the need for and offering new instructional strategies for the English classroom, this book demonstrates not only that teachers can do something about the effect of technology in the English classroom, but that they must. The book shows how electronic communication can, at every educational level, foster a natural collaboration between teachers and teacher-educators, schools and colleges, children and adults, and especially between authors and readers. After a preface and an introduction, chapters in the book are: (1) The BookRead Project (in which students in different parts of the country read good books and talked with each other about them over a computer network); (2) The Classroom; (3) The Literature; (4) Computer Conversation Basics; (5) Books on Computer; (6) Networks and Conversations Online; and (7) Introduction to the World Wide Web. Contains 25 references, a 156-item annotated bibliography of children's books, a 16-item annotated list of professional resources, and an 87-item list of additional resources. Appendixes present excerpts from "author chats"; a discussion of a reader-response workshop; a discussion of computer competencies and the language arts; and three articles ("A Simple Way To Integrate Technology into Your School" by Randy Pitts, "Exercise in Memory: Three Hyperfictions" by Howard Holden, and "How Literary Lists Are Changing the Way We Discuss Literature" by John Scott Kemp). (RS) ED424586 Available from: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096; Tel: 800-369-6283 (Toll-Free) (Stock No. 08253-3050: $18.95 members, $25.95 nonmembers). You be able to order this document from the ERIC Document Reproduction Service.

Jones, D. P. (1995). Higher Education and High Technology: A Case for Joint Action. 11p. Nontraditional instruction is increasingly available through the Internet and other technology-based delivery systems. The telecommunication network now in place can distribute high quality educational materials to students. This briefing paper argues that the "virtual university" created by the technological delivery of instruction, while providing access, lacks formal recognition by employers and institutions of higher education provided by credentialing and certification systems. Certification and quality assurance should focus on assessment of learning and learners, based on specific, standardized, and widely accepted competencies rather than on courses or other instruction units delivered by providers. Assessments must be acceptable to employers and other institutions and be conducted with integrity. Credentialing and certification be implemented incrementally and regionally and through a variety of types of organizations. (PRW) ED400721

Junaid, N. (1996). Instructional Labs: Pluses and Minuses. 11pp. In: Proceedings of the Mid-South Instructional Technology Conference (1st, Murfreesboro, Tennessee, March 31-April 2, 1996); see IR 018 144. Many external factors will influence classrooms as the year 2000 approaches. This paper looks at a vision of what schools look like in the year 2000, with classrooms where information will be accessed, processed, displayed, demonstrated, and communicated through multimedia. There will be two different types of classroom: the master classroom, a teacher-centered facility which serves as a bridge between the analog and digital world; and the computer classroom/instructional lab, a learning-centered classroom equipped with computers and the latest software and multimedia technology. The paper addresses the advantages and disadvantages of instructional labs, and teacher computer proficiency. It offers a strategic plan for an instructional lab, where new technology complements the instructional models of teachers; explores problems related to the design, costs, and procedures of an instructional lab; and enumerates specific recommendations for lab implementation. (Author/SWC) ED400816

Kantola, J., Nikkanen, P., Kari, J., & Kananoja, T. (1999). Through Education into the World of Work. Uno Cygnaeus, the Father of Technology Education. More than 100 years have passed since the death of Uno Cygnaeus (1810- 1888), the father of Finnish folk schools and pioneer of educational arts and crafts. His accomplishments include design and organization of the folk school system, initiation of high class teacher training, and emphasis on the importance of women's education. Although his academic discipline was theology, the basis for his educational theory shows the influence of classic authorities on education and international studies. The contents and aims of his teaching must be understood as reflections of the time rather than as eternal truths. Research in teacher training has a good start in Finland. Historically, the Teacher Education Department of the University of Jyvaskyla has had a central role in development of teacher education in Finland. The training sets used by all teacher training colleges and schools since 1912 have been abandoned with the introduction of the comprehensive school system in the 1970s. Over the years, the facilities, materials, tools, instruments, and machines available to teaching handicrafts have improved. Basic courses in technical handicrafts offered by Finnish teacher education institutions teach wood, metal, and plastic products. The latest trend in handicrafts teaching as part of general education is technology education. One objective is to help the pupil gain competencies needed in coping with everyday life, job assignments, and hobbies and to guide him or her towards post-compulsory education. (124 references) (YLB) ED435840

Kawasaki, J. L. (1994). Information-Related Competencies for Montana Extension Service Professionals. 104pp. Master's Thesis, Montana State University. Information-related competencies and training needed by professionals in the Montana Extension Service in order to acquire and disseminate information to clients electronically were studied in a needs assessment of administrators, specialists, and extension agents. An e-mail survey listing 37 competencies was completed by 96 extension agents and specialists. (Responses of administrators were not analyzed.) Responses were analyzed by a personal computer statistical package, and analyses were used to determine differences among demographic features and to rank order the competencies based on respondents' perceived level of importance and knowledge. Demographic factors and respondent characteristics showed no influence on the competencies because both strata of respondents needed to be taught information skills. Different training strategies need to be developed for agents and specialists because they ranked competencies differently and preferred different instructional methods. Lack of funds and equipment hampers use of electronic information technologies among extension employees. Twenty-five tables present survey findings, and six appendixes contain survey instruments and related materials. (Contains 54 references.) (SLD) ED378945

Kerka, S. (1994). Vocational Education in the Middle School. ERIC Digest No. 155. ED377314

Kerka, S. (1996). Distance Learning, the Internet, and the World Wide Web. ERIC Digest. ED395214

Kluckman, D. (1996). Consumer Resource Management Competencies for Vocational Family and Consumer Sciences in South Dakota. 31p. This document describes a project conducted in South Dakota to develop and validate competency task lists in the area of consumer resource management. During the project, the following activities took place: literature on validation was reviewed; an outline was structured for content based on current references by a panel of two teachers and two teacher educators; a competency list based on outlines individually prepared by the panel was composed; the lists were refined by the panel; and the competency lists were validated by local advisory committees composed of two advisory members and a student and by a subject matter specialist, the teacher panel, and a teacher educator. The competency task lists for consumer resource management in this publication are divided into five areas: (1) management of resources to achieve goals; (2) consumer choices, rights, responsibilities in the marketplace; (3) personal and family financial management; (4) provision of food, clothing and housing; and (5) utilization and impact of technology. Each area consists of units, duties, and competencies. (KC) ED402450

Kudva, P. P. L. (1999). Relevance of a Knowledge Base for a Teacher as a Professional. Education provides the opportunity to face social change, and a teacher's role in this process is significant. Until recently, teacher expertise was defined only in terms of knowledge of the subject taught, and teaching itself was not considered a professional activity. This paper describes the entailment of a teacher's profession, examining the difference between professionalism and amateurism. After discussing the importance of integrity in teaching and the relationship of integrity to professionalism, the paper explains the need to have a strong knowledge base in order to move forward and improve. If teachers do not equip themselves with the necessary knowledge and attitudes about change, they will be left behind as change occurs. Teachers are the key to quality education and must be familiar with current educational technology (e.g., tele-access and virtual publishing). Knowledge can be categorized into two series of distinctions: (1) public knowledge, which is necessarily explicit, and personal knowledge, which can be explicit or tacit; and (2) and propositional knowledge, which is "knowing that"; procedural knowledge, which is "knowing how"; and images and impressions, which are held in memory but not represented in propositional form. There are four kinds of processes which contribute to professional performance: processes for acquiring and interpreting information, skilled behavior, deliberate processes, and meta processes. (SM) ED429932

Kuh, G. D., & Vesper, N. (1999). Do Computers Enhance or Detract from Student Learning? Paper presented at the Annual Meeting of the American Educational Page Length: 20. The purpose of this study is to determine the relationships between students' self-reported use of computers and other information technologies and the outcomes of college thought to be essential for success during and after college. Data for this study are from the College Student Experiences Questionnaire (CSEQ) national research program. The sample is composed of 125,224 undergraduates from 205 four-year colleges and universities in the United States who completed the third edition of the CSEQ between 1990 and 1997. GNCMPTS is the gain item that asks students to indicate the extent to which they made progress during college in using computers and other information technologies. The sample was divided into two groups: High Gainers who reported substantial progress on GNCMPTS and Low Gainers. The results of this study unequivocally demonstrate that familiarity with computers contributes to, and does not detract from, the development of other skills and competencies considered to be important to success after college. Four tables present statistics. The CSEQ background variables and gains scales are appended. Contains 39 references. (AEF) ED429592

Labaree, R. V. (1998). Computer Literacy Empowerment Strategies in a Social Context: A Sample Approach To Teaching a Credit Course. 37pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). This paper describes a model course that places the intersection of information literacy and critical thinking within the conceptual framework of how information technology impacts cultural, political, economic, and social systems in American society. Stepping beyond the boundaries of traditional library instruction, this model course also attempts to critically construct meaning based on diverse perspectives and experiences as well as build a bridge of relevancy between the abstractions of what it means to be information literate and the individual's ability to participate in an information society. In so doing, the curriculum is transformed from an active learning strategy incorporating critical thinking competencies and student-centered learning to an empowerment learning strategy embracing a model of relevancy-centered critical thinking and an emphasis on the student-teacher relationship as the catalyst for knowledge acquisition. (Author) ED419513

Ladewig, H., & Rohs, F. R. (1999). Southern Extension Leadership Development: Leadership Development through a Virtual Organization. Paper presented at the Annual Meeting of the Association of Leadership Educators (San Diego, CA, July 10, 1999). Page Length: 8. This paper describes the formation of the Southern Extension Leadership Development (SELD) program. The program was developed in response to the growing need for understanding and coping with the many changes currently and potentially affecting Cooperative Extension Systems (CES). Two of the biggest changes affecting CES are the changing nature of work and authority relationships and the emergence of the information-technology era. The SELD program is a virtual organization, founded on the principles of collective leadership, that began informally and was based on the level of participation in the program by the directors and administrators of CES in the Southern Region. The centerpiece of SELD is the Managerial Assessment of Proficiency (MAP), a video-driven, competency-based, computer-scored simulation that assesses a participant's proficiency in 12 competencies, 2 leadership styles, and 8 values/drives. Since 1994, over 900 participants from CES, the land-grant university system of the southern region of the U.S., and elsewhere have gone through SELD. The paper describes the MAP program and offers a managerial assessment of those who have participated in SELD. Assessments show that managers' strengths are typically in planning and scheduling work and in identifying and solving problems, whereas weaknesses include thinking clearly and analytically. (RJM) ED440462

Lancaster, H. M. (March 31, 1999). A Major Force in Economic Development: A Challenge for the North Carolina Community College System. National Institute for Leadership & Institutional Effectiveness (NILIE) Conference keynote address (Asheville, NC, March 29-31, 1998). No other institution has played a more significant role in support of economic development in North Carolina than the North Carolina Community College System. Presented are three challenges that will define the System's future relevance in support of economic development: (1) its ability to stay ahead of the "tidal wave" that is technological change; (2) its capabilities in workforce development to address looming technical labor shortages; and (3) its ability to support regionalism trends in economic development. The reality of higher education for the future will be to educate for competencies and certifications of ability to perform. While technology must be embraced for its ability to deliver instruction over distance, it must not replace the emphasis on fundamental education. North Carolina must increase its workforce development efforts, working hand-in-hand with industry to turn change into opportunity by adding updated skills to the maturity, experience, and strong work ethic of displaced and underemployed workers. Regionalism places a premium on workforce development as a strategic economic development asset. If the community college of tomorrow is to continue to play its role as the preeminent institution for not only educational opportunity, but also economic development, it will be because of enlightened leaders. (VWC) ED432319

Lankard, B. A. (1994). The Place of the Humanities in Continuing Higher Education. ERIC Digest No. 145. ED368890

Lankard, B. A. (1996). Job Training versus Career Development: What Is Voc Ed's Role? ERIC Digest. ED395217

Larner, D. K., & Timberlake, L. M. (1995). Teachers with Limited Computer Knowledge: Variables Affecting Use and Hints To Increase Use. 65p. One of the most relevant issues in classrooms today is the incorporation of technology, specifically computers, into classroom instruction. A review of the literature reveals that six of the most important variables in determining the degree to which teachers integrate computers into their instruction and planning are knowledge, anxiety, personal attitudes, professional attitudes, school support, and school resources/set-up; with knowledge being the most critical. This study consisted of a survey, with questions pertaining to these variables, given to 74 elementary school teachers. Based on their answers to 8 knowledge- based questions, 48 teachers were coded as possessing limited computer knowledge. Of the five remaining variables, level of anxiety proved to have the strongest correlation with computer use for these limited knowledge teachers. The report includes specific suggestions for limited knowledge teachers to integrate computers into their instruction. The complete text of the survey is included. (Contains 22 references.) (Author/ND) ED384595

Lasonen, J., Ed., & Stenstrom, M.-L., Ed. (1995). Contemporary Issues of Occupational Education in Finland. 390p. This book contains 28 papers about the current status of occupational education in Finland, with special emphasis on context factors, structural and pedagogical reform, and quality management. The following papers are included: "Introduction of Educational Structure in Finland" (Johanna Lasonen, Marja-Leena Stenstrom); "Vocational Education and the Unstable Labour Market" (Reijo Vaarala); "Craft and Prevocational Education in Pre-Primary and Primary Education" (Juhani Peltonen); "Gender Stratification in Vocational Education and the Labour Force in Finland" (Stenstrom); "In Search of the Woman Manager" (Lemmikki Taalas, Maarit Virolainen); "Future Readiness in Vocational Adult Education and Curriculum Development" (Pirkko Remes); "On the Mission of Upper Secondary Education" (Matti Vesa Volanen); "Mutual Enrichment between General and Vocational Training in Youth Education" (Volanen); "The Finnish Polytechnic Model" (Osmo Lampinen); "Flexibility in Vocational Adult Education" (Matti Taalas); "Quality Creation through Apprenticeship Training" (Pentti Hakkarainen); "Self-Evaluation in Adult Education" (Matti Ropponen); "Foundations of Vocational Teacher Education Curriculum" (Seppo Helakorpi); "Pedagogical Approaches to Vocational Training" (Helena Leino-Kilpi, Anu Raisanen); "A Case Study of Student Self-Assessment in Upper Secondary Education" (Lasonen); "The Experimental Reform of Finnish Polytechnics: Structure, Curriculum, Study Programmes and Teaching Methods" (Annikki Mikkonen, Jukka Maatta); "The Transformative Paradigm of Teacher Education" (Jorma Ekola); "Static and Dynamic Dimensions of the Vocational Teacher Education Curriculum" (Ulla Mutka, Hannele Rousi); "Competency-Based Evaluation of the Vocational Teacher Qualifications" (Harri Keurulainen); "Educational Technology at Vocational Schools" (Peppi Taalas); "Education through Telecommunications" (Matti Suonpera); "Leadership in Vocational Education: Challenges and Opportunities" (Maija-Leena Clarkson, Leena Walls); "Quality Assurance in Vocational Education" (Clarkson); "Quality Development of Vocational Institutions" (Pentti Nikkanen); "Core Competencies of Learning Organizations" (Juha Maenpaa); "Change Management in Learning Organizations" (Heikki K. Lyytinen); "Professional Updating" (Pekka Ruohotie); and "Potential and Limits of Educational Reform" (Lasonen, Stenstrom). Many papers contain substantial bibliographies. (MN) ED384786

Lawver, D., & Others, A. (1994). Authentic Assessment for Occupational Competency for Career and Technology Education. Final Report (Year One). 171pp. For the second year report, see CE 070 274. A project was conducted to identify outcomes and procedures for measuring the occupational competency of students completing a coherent sequence of courses in career and technology education (C&TE) programs throughout Texas. Phase 1 of the project focused on horticulture/floriculture/landscaping and child care occupations. The major activities of phase 1 were as follows: comprehensive review of literature about workplace competencies in the two study occupations that have been developed by other states; telephone survey of offices of education in other states to identify competencies currently being used in C&TE and to determine how the competencies were established and validated; identification of occupational competencies based on a review of the literature review, telephone survey results, existing occupational competencies lists, and the competencies identified in the Secretary's Commission on Achieving Necessary Skills report; and validation of the identified exit-level competencies through a Delphi survey of industry representatives in horticulture and child care. Lists of exit-level competencies were developed and validated for students in secondary- and postsecondary-level agricultural technology and child care programs. (Contains 19 tables and 58 references. Appendixes constituting approximately 60% of this document contain the following: list of advisory committee members, project-related correspondence, and project questionnaires and interview forms.) (MN) ED388856

Learn, Grow, Become. TSA Edition. Second Edition.(1995). 477p. This curriculum guide contains seven Technology Student Association (TSA) units of study for secondary students. The units focus on helping students to develop and apply social, civic, and technology-related skills and achieve course competencies in applied technology courses. Each of the instructional units includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for the instructor, extension and options, information sheets, student supplements, transparency masters, instructional supplements, activity sheet, assignment sheets, job sheets, written tests, and answers to assignments and written tests. The units of instruction are designed for use in more than one class period of instruction. The instructional supplement provides suggestions for teaching the basic skills included in each assignment. The guide also contains information for the teacher on measuring student performance gains and the required criteria for a competency-based educational program. The units cover the following topics: (1) introduction to TSA; (2) TSA activities; (3) becoming a TSA leader; (4) parliamentary procedure; (5) giving presentations; (6) developing techniques for learning; and (7) quality management skills for student organizations. (KC) ED380610

Lee, L. (1996). Community Colleges and Proprietary Schools. ERIC Digest. 4pp. Drawn from "Community Colleges and Proprietary Schools: Conflict or Convergence? New Directions for Community Colleges Number 91," edited by Darrel A. Clowes and Elizabeth M. Hawthorne; see ED 387 193. ED400003

Legal Studies. Guide to Standards and Implementation. Career & Technology Studies.(1997). 215p. This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in legal occupations, use technology in the legal field effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program rationale and philosophy for career and technology studies, general learner expectations, program organization information, curriculum and assessment standards, and types of competencies. The second section presents students with basic and practical information about the law in daily life, equips students to participate in the changing of laws, and creates awareness of the many law- related occupational opportunities that are available. It includes a rationale and philosophy for the legal studies strand, strand organization, and planning for instruction. The 13 modules are organized into introductory, intermediate, and advanced levels that cover a comprehensive set of competencies in the field of law-related education. Modules also define exit-level competencies, specify prerequisites, and outline specific learner expectations. Other sections of the guide contain the following: module curriculum and assessment standards; assessment tools; linkages and transitions with other strands, other educational programs, and to the community, the workplace and the credentialing process; a learning resource guide listing 50 resources keyed to modules, plus sources for further information; and sample student learning guides. (KC) ED412424

Lemke, C., Quinn, B., Zucker, A., & Cahill, S. (1998 Length: 285 Page(s); 3 Microfiche). An Analysis of the Status of Education Technology Availability and Usage in the Public Schools of Virginia. Report to the Commonwealth of Virginia. Second Edition. This study was commissioned by the Commonwealth of Virginia to assess the status of technology availability and usage in public schools in the Commonwealth. The study used the Milken Exchange's "Seven Dimensions for Gauging Progress with Learning Technology" as a framework. The first dimension focuses on new opportunities and benefits for learners through technology; the remaining six dimensions frame the essential conditions necessary to bring the effective use of technology to all learners (i.e., learning environments, professional competency, system capacity, community connections, technology capacity, and accountability). The methodology for the study included collection, analysis, and correlation of data from four sources: a survey of principals or designees representing school buildings; a survey of a statewide sample of teachers; on-site visits of school buildings representing all regions of the state; and focus groups and phone interviews of key constituents in the state. Results are discussed for each of the Seven Dimensions, and key findings and recommendations are outlined. Appendices include: survey, focus group, and site visit findings in text and tables; data by school division; and data collection instruments. (AEF) ED430534

Lennex, L. C. (1998). Digital Portfolio Production Among Preservice Secondary Teachers. This article describes the processes used to create and complete a digital portfolio during a 12-week student teaching experience at Morehead State University. This pilot study took place during the 1996-1997 school year. The study examined perceptions of digital portfolios among a group of 16 preservice secondary teachers. Study objectives included using their perceptions and current technology to develop a model of successful digital portfolio use and implementing the production of digital portfolios among preservice teachers as an alternative to traditional portfolios. Student teachers received training and were required to demonstrate competency in a variety of computer skills and to work on their portfolios. They were required to pass two computer skills courses. On the first and last day of each semester, students responded to questions regarding technology attitudes and practices. None had yet completed their portfolios when the final survey occurred. Results indicated that their attitudes toward technology were clarified somewhat during the semester. The students indicated some enthusiasm toward digital portfolios, but they had trepidation due to a lack of perceived technical skill. Of the 16 participating preservice teachers, 9 successfully completed the digital portfolio, which contained a resume, educational philosophy, lesson plans, student work, and letters of references and/or transcripts. (SM) ED422274

Liu, Y., & Thompson, D. (August 17, 1999). Teaching the Same Course via Distance and Traditional Education: A Case Study. This case study was designed to investigate the effect on an instructor's simultaneously teaching the same course in both a distance and a traditional educational format. The study involved one male instructor- participant at a mid-sized regional university who, in one term, taught the same course in both distance and traditional format. Data were collected by observation and interviews, with the instructor allowing access to both classrooms for a 16-week term. The study found that while the instructor prepared similar materials for both distance and traditional classes, preparation for the distance education format was more time-consuming because of the need to fax materials to remote sites and to put supplemental material on the Internet. While a similar inquiry-based instructional method was used in both distance and traditional formats, in the distance format the instructor was a "talking head," with little participation and discussion from students. Other difficulties arising in the distance education format included the following: there was a need for more educational technology (e.g., faxes, Internet); in-class time- management was more complex; monitoring students at multiple local and remote sites was more complicated; and e-mail communication became so time- consuming that only distance education students were permitted to submit assignments via e-mail. (Contains 34 references.) (CH). ED434602

Lombardi, T. p. A. O. (1996). Expanding and Enriching a Teacher Training Program To Better Meet Special Education Needs: A Strand Approach. 24pp. Paper presented at the Annual International Convention of the Council for Exceptional Children (74th, Orlando, FL, April 1-5, 1996). This paper describes how a restructured and redesigned teacher training program at West Virginia University utilizes a strand approach to integrate special education learning outcomes into the 15 core courses required of all student teachers. Key elements of the new teacher training program include: a clear set of research-based program goals; closer collaboration with public schools; a 5- year dual degree program leading to a Bachelor's degree in a teaching discipline as well as a Master's degree in education; continuous interactive experiences with school children using the professional development schools model; and incorporation of multiculturalism, technology, and special education into pedagogy courses. Program content involves three integrated parts. They are the pedagogy component, liberal studies component, and the teaching discipline component. A matrix illustrates 10 major learning outcomes and competencies in the special education strand. It shows how these are integrated into the 15 core courses, and the degree of instruction (introductory, major coverage, or application) for each outcome. Suggestions for incorporating these special education outcomes into sample core courses are also provided. (Contains 20 references.) (DB) ED394267

Mader, S. (1999). Documenting Internet Technology Competencies of Graduate Education Students through Web-Based Instruction and Electronic Portfolios. Ed.D. Practicum Report, Nova Southeastern University. Page Length: 116. This practicum was designed to provide a means for students in the graduate education program at Nova Southeastern University (Florida) to demonstrate that they can successfully incorporate Internet information and communication technologies into teaching and professional development. Goals were: (1) to develop a means for assessing attainment of technological competencies applied to teaching; (2) to establish baseline competencies for Internet technology competencies for graduate education students; and (3) to map the integration of technology in the curriculum based on the International Society for Technology in Education (ISTE) standards. The solution involved three approaches. The first was to develop a Web-based course on using the Internet for teaching in which students created electronic portfolios to demonstrate technology competencies. In addition, the Web-based instruction course was adapted for an inservice Internet workshop for teachers from the Catholic diocese schools. Second, a self-assessment survey of Internet skills was administered to all incoming graduate education students and to the inservice teachers. Third, a course matrix was developed to chart the inclusion of technology competencies in each course. All students in the Web-based course developed and demonstrated specified technology competencies through course assignments and their electronic portfolios. The profile of Internet skills from the self-assessment survey indicated widespread experience for both students and inservice teachers with e-mail and general Internet searching, but minimal experience with creating Web pages or electronic portfolios or with using Internet resources for teaching. Similarly, the course matrix maps for graduate education courses showed that the application of technology to instruction was reported less frequently than other competencies. Appendices contain an outline for an electronic portfolio workshop, an agenda from an internet workshop for teachers, a checklist, and both a self-assessment and an assessment for teachers. (Contains 62 references and 17 tables.) (Author/AEF) ED439687

Manini, C. M., & Cervantes, J. (1998). Adult Basic Education Basic Computer Literacy Handbook. 119p. This handbook, in both English and Spanish versions, is intended for use with adult basic education (ABE) students. It contains five sections of basic computer literacy activities and information about the ABE computer literacy course offered at Dona Ana Community College (DACC) in New Mexico. The handbook begins with forewords by the handbook's two developers, an ABE director and an ABE tutor with degrees in computer technology and foreign languages. The following topics are examined in six sections: computers and the disk operating system DOS (definition of a computer, components of a microcomputer system, the procedure for starting a computer, the procedure for starting DOS, basic DOS commands, and the concept of directories); the basics of working with Windows 95 (using the start button, the programs option, and Windows Explorer; maximizing, minimizing, and canceling; and shutting down Windows 95); the basics of operating the word processing program WordPerfect and the spreadsheet Quattro Pro; the Internet (networks, Internet addresses, the World Wide Web and Netscape Navigator, and electronic mail); and the basic computer literacy course taught at DACC (course outline and list of competencies). English and Spanish versions of the handbook are included. (MN) ED422480

Martin, S. M., & Williams, J. M. (1999). Practical Strategies for Implementing the Provisions of the Individuals with Disabilities Education Act of 1997 (IDEA) in Rural Settings. In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888. Page Length: 8. This paper discusses provisions of the Individuals with Disabilities Education Act of 1997 (IDEA) and suggests strategies for maximizing existing resources in rural settings to meet the requirements of the law. The purposes of this paper are to: (1) discuss personnel preparation data relevant to ensuring that all individuals possess the necessary competencies to meet the needs of students with disabilities in general and special education settings; (2) present the key provisions of IDEA that relate to ensuring quality personnel preparation and educational services in rural settings; and (3) identify ways in which personnel preparation activities and utilization of existing resources in rural settings can be maximized to ensure full implementation of IDEA. Key areas of the legislation include evaluation and reevaluation of students, the Individualized Education Program (IEP), and IEP transition services. Instructional implications for teacher educators are discussed for each of these areas, focusing on the skills and knowledge that teachers will need relevant to the following IDEA requirements: parent participation in student evaluations, collection and interpretation of information for evaluations and IEPs, design of appropriate curriculum modification, regular communication with parents, design of functional behavioral assessments and intervention plans, consideration of the child's linguistic needs or need for assistive technology, and design of transition services. (CDS) ED429754

McErlain, E., & Squibb, K. (1996). Beginnings: Introducing Computer Technology to Students in Speech-Language Pathology and Audiology. 12pp. In: Proceedings of the Mid-South Instructional Technology Conference (1st, Murfreesboro, Tennessee, March 31-April 2, 1996); see IR 018 144. In the areas of audiology and speech science, computer technology has moved to the forefront in both the clinical and laboratory settings. It is imperative that students in both speech-language pathology and audiology acquire fundamental skills with all aspects of computer technology in order to maintain professional marketability. A survey of 75 students in the department of communication disorders at Southeast Missouri State University showed that only 9% of the students who completed the questionnaire were very confident about using computer technology, while more than 35% were either somewhat or very apprehensive about it. One of the most frequently cited reasons for infrequent use of computers is lack of training. After viewing the results of the survey, basic competencies and applications in speech-language pathology course work and speech science and audiology course work were developed. Assignments included using e-mail; accessing the Internet for World Wide Web sites appropriate for the course and compiling information obtained from those sources; creating an electronic mailing list; subscribing to listservs and electronic journals; preparing class presentations using PowerPoint or a similar program; using online chat to conduct study sessions; and creating aural rehabilitative materials using online sources. Results of the project have been very positive with respect to student learning. (AEF) ED400802

McNabb, M. L. (1999). Technology Connections for School Improvement. Teacher's Guide. For related planners' handbook, see IR 019 868. Page Length: 35. This guide is designed as a professional development tool for personal use within the context of a schoolwide improvement planning effort to assist individual K-12 classroom teachers who are beginning to integrate technology into their daily practices. Following an introductory section that addresses reasons for using technology, technology within schoolwide improvement planning, and the role of the technology committee and the individual teacher, the first section discusses developing a personal vision for uses of technology. The second section covers integrating technology into the curriculum, including developing lifelong learning skills, meeting content area standards, and technology in science, English/language arts, mathematics, and social studies instruction. Pursuing professional development is considered in the next section, including taking a learner-centered approach, technology-related proficiencies and levels of use, equitable use of technology resources, school-family-community partnerships, and a technology integration planning chart. The fourth section reflects on the next steps and presents a goal-setting chart. Most sections contain an objective, guiding questions, and relevant Internet resources. Action steps are also included to illustrate the transition a teacher experiences as she begins the process of infusing integrating technology into her daily routine. (Contains 23 references.) (MES) ED437907

McNutt, D. E. (1995). Employer Defined Workplace Competencies for High Technology Occupations with a Commentary on Instructional Strategies and Capstone Experiences. 189p. This document, which is designed for educators at community and technical colleges throughout Texas, presents and examines employer-defined workplace competencies for high-technology occupations and outlines instructional strategies and capstone experiences for use in improving technical education and preparing students for high-technology occupations. Discussed in chapter 1 are state mandates and guidelines and national indicators. Chapter 2 is devoted to generic workplace critical elements, measures, standards, and tasks for technical occupations requiring an associate in applied science degree or the equivalent. Twelve instructional methodologies appropriate for integrating workplace competencies into technical programs are explained in chapter 3. Chapter 4 describes the use of capstone experiences as a directed external work-based learning experience. The bibliography lists 165 references. Appendixes contain the following: summary analysis of occupational profiles/wages for high-demand, high-wage occupations; a survey to determine workplace skills for two-year associate in applied science degrees; employer ratings of workplace competency statements; a planning document for verifying generic workplace competencies; employer views regarding responsibility for teaching workplace competencies; external learning experiences; course identification for generic workplace competencies; teaching aides for external work-based learning experiences; and a list of organizations contributing to this report. (MN) ED395174

Mississippi Tech Prep Discovery Course Profiles and Career Planning. Career Discovery, Grade 7. Computer Discovery, Grade 8. Technology Discovery, Grade 9. Career Planning, Grades 7-12.(1995). 20p. This document describes courses in grades 7-9 as well as comprehensive career planning that resulted from the Mississippi Tech Prep Initiative. Career Discovery at the seventh-grade level introduces students to career opportunities and the skills needed for various career paths. Computer Discovery at the eighth- grade level exposes students to a multimedia environment and fundamental computer skills. Technology Discovery at the ninth-grade level enables students to explore technology resources, processes, and systems and select paths leading to career development and advanced education. Course descriptions provide course goals, course outline with unit titles and numbers of days of instruction, and a sample unit of instruction. Components of each sample unit of instruction are a list of competencies and suggested objectives, suggested teaching strategies, suggested assessment strategies, and suggested references. The description of the career/educational plans that are initiated in the 7th grade and updated each year through the 12th grade includes an overview, discussion of key players, and description of key components. (YLB) ED391042

Moore, J., Knuth, R., Borse, J., & Mitchell, M. (March 1999). Teacher Technology Competencies: Early Indicators and Benchmarks. In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. Two recent trends in educationincreased technology and accountability are driving efforts to define technology competencies and standards for teachers. The first lists of competencies from these efforts are just now being completed. While some of these competencies are linked to teacher certification and re-certification, others are developed as standards or benchmarks to guide professional development. The purpose of this study was to examine and compare initial attempts at establishing teacher technology competencies with the intent of establishing a framework or matrix that could be used to compare other, similar documents. Teacher technology competencies from a variety of organizations and institutions were studied and compared. A master matrix of technology competencies was created, consisting of the following categories: (1) prerequisite technical skills basic operations, hardware issues, navigation, and file management; (2) instructional usesinstructional strategies and resources; (3) professional rolesethical/legal issues, professional resources, and professional development; and (4) technical skills troubleshooting/maintenance, productivity tools, Internet applications, and networking. Based on findings, generalizations were drawn and recommendations made for improving future technology competencies. Also included is a discussion of the implications for teacher education programs and the need to use teacher technology competencies in an integrated effort which considers not only technology, but pedagogy and curricular content as well. (Contains 2 figures, 1 table, and 15 references.) (Author/AEF) ED432222

Moy, J. (1999). The Impact of Generic Competencies on Workplace Performance. Review of Research. The impact of generic competencies on workplace performance was examined through a review of literature and evaluation research which focused on conceptualization and piloting of the following key competencies in Australia in 1993-1998: collecting, analyzing, and organizing information; communicating ideas and information; planning and organizing activities; working with others and in teams; using mathematical ideas and techniques; solving problems; and using technology. The following were among the specific topics examined: evolution of Australian key competencies; definition of "workplace performance"; generic skills and work organization; industry perceptions of key competencies; integration of competencies in training; convergence with other trends in education; ways in which organizations have integrated key competencies; status of cultural understanding; transferability; performance levels and assessment; language, literacy, numeracy, and equity issues; professional development needs; and research on generic competencies and the workplace. The key competencies were concluded to be part of an international trend in which educators and industry representatives alike consider generic skills essential for work and life. It was further concluded that many vocational education and training programs need to increase their emphasis on development of underpinning process skills related to generic skills and development of reflective learning processes. (Twelve tables/figures are included. The bibliography contains 64 references and 9 World Wide Web addresses.) (MN) ED433422

Murray, M. (1995). Integrating Computers into an Interdisciplinary Ninth Grade Science-Centered Academy. 87pp. Ed.D. Practicum, Nova Southeastern University. This practicum was designed to integrate the use of computers into the curriculum of a ninth-grade interdisciplinary science academy through staff development and a management plan dealing with division of time and space. Inservice training in the areas of computers and interdisciplinary planning were provided and a management plan for students and teachers formed the nucleus of the academy's plans for the year. Staff development activities over 15 days covered technology and interdisciplinary curriculum planning and used a series of templates for lesson planning and classroom management. Lesson planning forms and student study sheets were shared with other staff members. Analysis of the data revealed that teachers were satisfied with the amount of training they received in incorporating the use of computers into a series of interdisciplinary projects based on the Secretary's Commission on Achieving Necessary Skills (SCANS) competencies. In spite of setbacks having to do with network management and technical difficulties, teachers succeeded in integrating computers into their classes. Students reported that they found the use of study sheets useful in their academic classes, especially for group projects. (Contains 37 references.) (Author/SWC) ED398874

Myers, J. E., & Gibson, D. M. (1999). Technology Competence of Counselor Educators. ERIC Digest. The increasing availability of inexpensive computer applications has become a major force in promoting the infusion of technology into the counseling field, yet the extent to which counselors and counselor educators use these resources is largely unknown. This Digest describes a survey to assess how competent counselor educators are in the technology skills they require their students to possess. The results of the Association for Counselor Education and Supervision (ACES) survey on technology competencies for counselor educators and students indicate that counselor educators and counseling students lack a uniform high level of technology competence. Given the likelihood that individuals interested in technology completed the survey, the results overestimate the actual level of competence among counselor educators and students. The paper suggests that research is needed to determine the relative importance of each of the technology competencies in the various settings in which counselors work. It states that it is also important to establish the extent to which the competencies are currently infused into counselor preparation programs, as well as determining strategies to promote technology training. Table one lists the technology competence of counselor educators. (Contains six references.) (JDM) ED435947

Nakayama, S., Ed., & Griek, L., Ed. (1998). Teacher Education for the Effective Use of New Information Media in Schools. Innovation and Reform in Teacher Education for the 21st Century in the Asia-Pacific Region. 1997 Report. 267pp. Based on the UNESCO-APEID Hiroshima International Seminar on Teacher Education for the Effective Use of New Information Media in Schools (Hiroshima, Japan, September 23-October 3, 1997). The International Seminar on Teacher Education for the 21st Century in Hiroshima explores innovative strategies to enhance the quality of teacher education in the Asia-Pacific Region. The goal of the seminar is to identify problems and issues related to teacher competencies at rural as well as urban schools in the region; the focus of the 1997 seminar is on the similarities and differences in the region concerning issues and problems of teacher competencies, especially in the context of educational media literacy. Four parts make up this report. In the first part, Dr. Rupert Maclean, Chief of Asian Pacific Centre of Educational Innovation and Development, describes the current activities and aims of the Asian Pacific Program for Educational Innovation and Development and the Center that is in charge of running the program. The second part consists of "Country Reports." The third part contains the "Action Plans" that each participant was asked to draw up; this part also includes synthesized Action Plans for Japan, to point out what role Japan might be able to play in terms of Overseas Development Assistance and international cooperation. The final part of the report summarizes the results of the follow-up meeting held in January, 1998. Experts give their assessment of the "Country Reports" and "Action Plans." (AEF) ED418697 Available from: UNESCO-APEID Associated Center, Hiroshima University, 1-5-1 Kagamiyama, Higashi-Hiroshima City, 739 8529, Japan.

Niemi, H., Ed., & Tirri, K., Ed. (1996). Effectiveness of Teacher Education. New Challenges and Approaches to Evaluation. Reports from the Department of Teacher Education in Tampere University. 171p. This publication provides a theoretical framework for a Finnish research project, "Effectiveness of Teacher Education." The collection of papers includes two parts. Part 1, "Approaches to Evaluation," offers: "Effectiveness of Teacher EducationA Theoretical Framework of Communicative Evaluation and the Design of a Finnish Research Project" (Hannele Niemi); "The Starting Points and Main Principles of Evaluation in a Project Focusing on the Effectiveness of Teacher Education" (Leena Syrjala); and "The Concept of Effectiveness in the Evaluation of Educational Outcomes" (Ritva Jakku-Sihvonen). Part 2, "New Challenges to Evaluation in Teacher Education," includes: "Learning Contents and Processes in Context: Towards Coherence in Educational Outcomes Through Teacher Development" (Viljo Kohonen), "Teachers' Professional Morality: How Teacher Education Prepares Teachers to Identify and Solve Moral Dilemmas at School" (Kirsi Tirri); "Teachers' Readiness for Modern Information Technology" (Martti Piipari); "International Teacher Education as an Attempt to Provide Competencies for a Multicultural World" (Rauni Rasanen); "Intercultural Education as an Integral Part of The School Curriculum and Teacher Education" (Pauli Kaikkonen); "Teacher Education and Gender" (Vappu Sunnari); "Analyzing and Evaluating Student Teachers' Developmental Process from the Point of Self-Study" (Sinikka Ojanen); and "Student Teachers' Personal Development During Teacher Education in the Light of Self- Assessment" (Tuula Laine). (SM) ED425147 Available from: Tampere University Sales Office, P.O. Box 617, FIN-33101 Tampere, Finland; Fax: 358-3-215-7150; e-mail: taju@uta.fi You be able to order this document from the ERIC Document Reproduction Service.

Northrup, P. T. (1997). Instructional Technology Benchmarks for Teacher Preparation Programs and K-12 School Districts. 9pp. In: Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology (19th, Albuquerque, NM, February 14-18, 1997); see IR 018 421. The purpose of this study was to establish guidelines for the instructional technology elements of preservice and inservice teacher preparation programs as well as standard technological competencies for their K-12 students. To establish benchmarks reflecting preservice and inservice training needs, four analysis approaches were conducted, and data were triangulated using a qualitative pattern- matching approach. Analyses included: (1) a critical review of prominent guidelines (both national and for the state of Florida); (2) key informant meetings conducted with educators from surrounding school districts; (3) an instructional technology teacher preparation survey; and (4) a review of instructional technology literature to establish current trends in instructional technology uses in public education. The analysis revealed that the following areas were critical for preparing preservice and inservice teachers to become leaders in instructional technology: state-of-the-art laboratories; preservice teacher preparation; graduate-level preparation; higher education faculty or teacher peers as models; and inservice and outreach. Benchmarks were established for all five areas and are currently being used at the University of West Florida in: preservice teacher training, a graduate program in instructional technology, faculty development, outreach, and upgrading equipment for the laboratories. Effecting change in preservice teacher preparation and in K-12 education requires a set of clearly defined systemic benchmarks as provided through this study. (Contains 14 references.) (AEF) ED409858

Nunn, J. A., McPherson, S., & Rust, W. D., IV. (1998). Preparing Teachers for School-Based Technology Leadership. 6pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. This paper describes a partnership developed between the Baltimore County Public Schools and Johns Hopkins University. The purpose of the partnership was to train teachers to become school-based leaders in technology through a 36-credit graduate program in Technology for Educators. The paper is divided into the following sections: (1) the partner institutions; (2) the development of a collaborative cohort; (3) competencies; (4) key elements of the partnership, including selection of candidates, role of principals and school improvement teams, and applied projects; (4) implementation strategies that worked; and (5) challenges to anticipate. A table lists core competencies for school-based technology leadership in three areas: technology planning, instructional leadership, and change and program evaluation. (AEF) ED421149

O'Connor, B. N., Ed. (1996). Organizational and End-User Information Systems Model Curriculum. 39pp. Cover title is "Organizational & End-User Information Systems: Curriculum Model for Undergraduate Education in Information Technology.". One of the goals of the Office Systems Research Association (OSRA) is to ascertain the competencies needed by an information systems professional charged with organizational and personal performance technologies. This model curriculum, a major update of OSRA's 1986 Model Curriculum, emphasizes the technical aspects of multimedia desktop information systems. Crossing into behavioral science domains like job redesign, planned organizational change, and adult learning theory, the model also examines organizational and individual factors that are vital to the success of any new system. The curriculum is particularly geared for the end-user, or the person who actually uses these systems in daily work activities, who is increasingly playing a variety of roles in needs assessment, design, implementation, and evaluation. The model presents suggested designs for 11 separate courses, and each outline contains: (1) a course description; (2) a list of course outcomes, or abilities that a graduate of the course should be expected to have; (3) a course approach, or what kinds of class presentations or assignments might best accomplish course objectives; (4) course content, including a recommended percentage of the entire course that each topic should take up and a skill level that learners will need to undertake each topic; and (5) resources, often books, but also including journals and even agencies. (BEW) ED391462

Preparing To Serve the Student of the Future: A Planning Resource Report.(1996). 21p. Designed to help community college leaders plan for the programs and services that will be needed to serve students in the future, this report describes findings and recommendations developed by nearly 600 California community college practitioners participating in seminars and forums sponsored by the Community College League of California's Commission on the Future. Findings related to likely future conditions and recommendations for responding to these conditions are presented for student enrollment patterns, student demographics, educational preparedness, curriculum demands, teaching and learning styles, and student financial resource needs. Highlighted findings and recommendations include the following: (1) colleges should prepare now to respond to increasing cultural diversity, changing values, and a widening spectrum of student learning skills; (2) students in the future will be less involved in their higher education and more involved in supporting their families; (3) technology will have a dramatic impact on instruction and student learning and the role of faculty will change dramatically; (4) colleges should devote more resources to staff development, including upgrading faculty's technology competencies and all staff's multi- cultural sensitivities; and (5) colleges must respond to the increasing cost of education by promoting more partnerships in the community to provide support for student financial aid and capital outlay projects. Appendixes include a list of Commission members and contributing districts, suggested topics for holding campus forums on the future, and a briefing from a Commission meeting. (TGI) ED395606

Pryor, B. J. (1998). Teachers Who Will Make a Difference in the 21st Century...From One Principal's View Point. 11pp. Paper presented at Creighton University's Annual Teacher Induction Workshop (Nebraska, November 21, 1998). This keynote address by a school principal examines the importance of retaining the best teachers in order to maintain a high quality of education. This means keeping teachers happy and motivated, since they are the crucial part of most solutions to challenges. Principals expect teachers to be loyal to the school and staff; to be peak performers who teach above and beyond the teacher's manual; and to communicate and teach character (responsibility, self-discipline, caring, leadership, courage, sportsmanship, kindness, respect, loyalty, humor, trust, self-control, pride, goal-setting, creativity, and critical thinking). Expectations include: teachers should also be able to solve discipline problems with the support of the principal; principals expect teachers to be technology literate and to be comfortable using technology in the classroom; teachers should be willing volunteers and should help recruit parent volunteers; an exceptional teacher is the one who can reinforce positive values, beliefs, and goals daily so they become part of the child's fabric; if teachers are going to make an impact on the school, administrators must urge them to advance confidently in the direction they have chosen and encourage them to achieve; principals must trust in their teachers, allowing them complete control in many areas; teamwork is another key to success; and finally, it is important to value the arts in education and allow schools and teachers to include arts education in the curriculum. (SM) ED426054 You be able to order this document from the ERIC Document Reproduction Service.

Public Libraries and Adult Independent Learners. Final Report of the PLAIL Project.(1996). 137p. The Public Libraries and Adult Independent Learners (PLAIL) Project was conducted in the United Kingdom, Portugal, and Spain to identify the following: needs of adult independent learners; services required to meet those needs; extent to which those services rely on existing and new technology; and skills and competencies required to provide the services. The major project activities were as follows: research into the library needs of adult independent learners; development and definition of key standards and competency levels relating to the core skills of public libraries serving adult learners; and development, production, and delivery of pilot training materials in a range of media and delivery mechanisms. Among the PLAIL Project's major outputs were the following: clear statement of standards and competency levels for public libraries working within this area of activity; recommendations regarding efficient and effective use of new technology to enable libraries to achieve new standards and levels of service; guidelines on public libraries' training needs in responding to adult independent learners; and dissemination program across the wider European Community. (Appended are the following: PLAIL Project deliverables, CD-based digital interactive multimedia solutions, dissemination activities and exploration strategy, and a 203-item bibliography.) (MN) ED414465

Puyear, D. (1997). Arizona Community Colleges in 2010. Although community colleges both in Arizona and throughout the United States are well-placed for the future, serious challenges do exist. Property taxes, the primary vehicle for funding in Arizona, face an uncertain future, while the advent of the Internet and the imminent availability of interactive cable television raise questions about how learning will be delivered in the future. These and other forces suggest that community colleges will be called on to adapt considerably by the year 2010. The colleges will most likely be called upon to perform additional services and provide a much wider array of instructional services to students as the percentage of students receiving instruction and services via nontraditional means will increase significantly. In addition, cooperation with universities will have increased to the point that colleges will be offering baccalaureate degrees, including a Bachelor of Applied Technology degree, as part of their regular offerings. Changes can also be expected with respect to graduation requirements, with the achievement of specified competencies replacing the completion of specific semester hours, and funding mechanisms, with formulas shifting from enrollment-based to performance-based models. To plan for these changes, colleges should differentiate between faculty roles as designers, deliverers, or mentors; expand the role of student services; and increase communication technology to meet future distance learning needs. (HAA) ED402978

Related Core Academic Knowledge and Skills. Georgia Core Standards for Occupational Clusters.(1995). 34pp. For core standards in other disciplines, see CE 070 743-747. This document lists the industry-identified core academic knowledge and skills that should be possessed by all Georgia students who are enrolled in occupational cluster programs and are preparing to enter the work force or continue their occupational specialization at the postsecondary level. First, 63 related communications competencies are listed under the following categories: speaking/listening, language, writing, reading, literature, and critical thinking. Listed next are 40 related mathematics competencies in the areas of numbers and computation, data analysis, measurement and geometry, and algebra. A total of 157 related science competencies are presented under the following headings: process/research skills; physical science; basic chemistry; biology; microbiology; human anatomy and physiology; botany; earth science; astronomy; ecology; physics; geology; and science, technology, and society. Concluding the document are 68 related social science competencies under the following headings: world history, world geography, U.S. history, citizenship and government, and social studies skills. (MN) ED391897

Roberts, J. D., & Williams, W. L. (1994). Teaching the SCANS Competencies across the Curriculum. 43p. This document serves as an instructional text for teaching students the Secretary's Commission on Achieving Necessary Skills (SCANS) competencies. The SCANS competencies encompass basic skills (reading, writing, and arithmetic), thinking skills (creative thinking, decision-making, reasoning and problem-solving), and personal qualities such as self-esteem and honesty. Specifically, the five competencies are (1) resources, identifying and allocating means; (2) interpersonal, working well with others; (3) information, acquiring and using knowledge; (4) systems, understanding complex relationships; and (5) technology, working with a variety of technologies. This report provides a presentation outline for teaching the SCANS skills, and identifies eight objectives for teaching them across the curriculum, which include identifying places in the curriculum where SCANS competencies should be taught, and creating a coherent sequential method for teaching the skills throughout the curriculum to all students. The competencies and foundation skills are further detailed, and sample overhead transparencies, and assignments and activity sheets for use in teaching each of the five competencies are provided. (EMH) ED423007

Rogers, G. E. (1994). The Curricular Content of Technology Education As Identified by Industrial Educators. 30pp. Paper presented at the American Vocational Association Convention (Dallas, TX, December 9, 1994). A study examined trade and industrial (T&I) educators' views regarding the curricular content of technology education (TE). Demographic data sheets and questionnaires were mailed to a random sample of 430 of the 5,565 members of the T&I Division of the American Vocational Association. Of the 156 questionnaires returned from 42 states (response rate 36.3%), 123 were usable for data analysis purposes. All of the responding teachers taught at the secondary level, and their mean level of T&I teaching experience was 16.9 years. The responses were subjected to a computer statistical analysis. The six highest rated statements (dependability/punctuality, ability to follow directions, pride in workmanship, conscientiousness/honesty, cooperation, safety consciousness) were all affective domain competencies. The highest rated cognitive domain statement was a student's ability to measure, followed by identification of common hand tools. The next highest ranked competency was a TE completer's ability to use common hand tools. Knowledge of economic factors, hydraulics/pneumatics, high-tech applications, and the invention process and ability to perform desktop publishing ranked lowest. The respondents thus ranked traditional competencies higher than more contemporary TE skills/knowledge. (Contains 27 references.) (MN) ED378388

Rogers, G. E. (1996). A Reflective Examination of the Technical Content of Industrial Teacher Education. 22pp. Paper presented at the Research Symposium of Sigma Chapter: Omicron Tau Theta (Lincoln, NE, April 21, 1996). The literature regarding the curricula of existing industrial/technology teacher education programs was reviewed to identify those courses that constitute the technical component of the industrial/technology teacher education programs currently being offered by U.S. colleges and universities. A survey was then conducted of the 133 institutions listed in the 1994 "Industrial Teacher Education Directory." Seventy-eight responses (a 58.6% response rate) were received from 33 states. Only 57 responses were deemed usable, however. Of those colleges/universities, 33 offered programs titled technology education and 24 included the descriptor "industrial" in their program title. The programs required a mean of 49.8 semester hours of technical courses; however, no common core of technical courses was identifiable. Only two courses were required by more than two-thirds of the colleges/universities. The curricula examined did not reflect current curriculum trends as identified in three recent studies published in 1991 and 1992. It was concluded that the identified lack of a consistent unified curriculum to prepare tomorrow's industrial/technology teacher education could have a devastating impact on the field. It was recommended that industrial/technology teacher education establish national teacher education standards addressing the discipline's technical content. (Contains 17 references.) (MN) ED392979

Roueche, S. D., Ed. (1995). Innovation Abstracts, Volume XVII, 1995. 62p. The abstracts in this volume describe innovative approaches to teaching and learning in the community college. Topics covered include: (1) the use of message mapping for speaking and writing instruction; (2) group projects and portfolios as evaluation tools; (3) helping students become strategic learners; (4) using writing assignments to ensure that students read class materials; (5) using indicators of excellence in institutional outcomes assessment; (6) utilizing technology for professional development and daily communication tasks; (7) a project to help teachers share ideas; (8) the functions of a community college Ombudsman Service; (9) college orientation for new students; (10) providing feedback to students with a word processor; (11) strategies for improving lecture format classes; (12) assigning relevant writing topics based on current events; (13) the validity of prerequisite courses for student success; (14) difficulties of using a controlled vocabulary in electronic research; (15) team teaching; (16) competencies classes; (17) improving teaching effectiveness through self- observation; (18) having students create posters of main ideas of readings; (19) an institute for intercultural understanding to promote diversity; (20) tutoring services at an innovative learning center; (21) the value of interdisciplinary studies; (22) using electronic mail as an evaluation tool; (23) teacher-student collaboration in writing instruction; (24) teaching research skills through interviews of English as a Second Language students; (25) using community-based writing assignments in introductory composition; (26) feedback sessions to discuss exam results with students; (27) strategies for establishing wellness programs; (28) integrating study skills into the college curriculum; (29) grading collaborative activities; (30) the role of grammar in developmental writing classes; and (31) a staff retreat for improving communication skills. (BCY) ED390481

Rubba, P. A., Ed., & Rye, J. A., Ed. (1998). Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Minneapolis, MN, January 8-11, 1998). 745p. The 40 papers from this international conference addressed the major theme of facilitating science literacy for all teachers and students. Papers include the following: (1) "Confronting the Gender Gap in Science and Mathematics: The Sisters in Science Program" (P. Hammrich); (2) Teaching Instructional Materials for Science Educators with a CD-ROM and a World Wide Web Support Network (A. Bodzin, J. Park, L. Grable); (3) Integrated Science and Math for Junior High Teacher Preparation: Staff Development as a Continual Process (B. Baird, S. McClary); (4) Constructivist Assessment Practices (R. Harris Freedman); (5) Influence of Modeling Constructivist Learning Environments on Preservice and Inservice Teachers (L. Richardson, P. Simmons, M. Dantonio, M. Clough); (6) Mentoring Future Mentors: The Preparation of Science Teacher Educators (J. Craven III); (7) What the Science Standards Say: Implications for Teacher Education (P. Hammrich); (8) Student and Teacher Conceptions about Astronomy: Influences on Changes in Their Ideas (V. Dickinson, L. Flick, N. Lederman); (9) Literacy through the Learning Cycle (E. Marek, B. Gerber, A. Cavallo); (10) Laboratory Skills and Competencies for Secondary Science Teachers (G. Saunders, C. Dawson, B. Tripp, T. Pentecost, M. Chaloupka, J. Saunders); (11) Maximizing the Impact of Your Inservice: Designing the Inservice and Selecting Participants (L. Henriques); (12) Science, Parents, Activities, and Literature: Overview, Results, and Reflections (J. Shymansky, L. Yore, J. Dunkhase, B. Hand); (13) Students' Perceptions of Science Teaching and Attitudes toward Science Learning and Teachers' Self-Report of Using Children's Ideas, Applications of Science, and Use of Print Resources as Indicators of Interactive-Constructivist Teaching in Elementary Schools (L. Yore, J. Shymansky, L. Henriques, B. Hand, J. Dunkhase, J. Lewis); (14) Teaching through Inquiry: A Novice Teacher's Authority of Experience (B. Crawford); (15) Less Talk, More Action, for Multicultural Science Education (J. Weld); (16) Integrating Field Experience and Classroom Discussions: Vignettes as Vehicles for Reflection (M. Volkmann); (17) Developing and Acting Upon One's Conception of the Nature of Science: A Follow-Up Study (F. Abd-El-Khalick, N. Lederman, R. Bell); (18) The Impact of Training and Induction Activities upon Mentors as Indicated through Measurement of Mentor Self-Efficacy (I. Riggs); (19) Measuring the Self-Efficacy of Upper Elementary and Middle School Teachers: Implications for Outreach (W. Boone, V. Chase); (20) Innovative Science Education Grant: From Recruitment, through Preservice, into Entry-Level Service (M. Neathery, R. Bryant, D. Dill); (21) Good versus Bad Culturally Relevant Science: Avoiding the Pitfalls (C. Loving, B. Ortiz de Montellano); (22) The Classroom as a Stage for Examining Gender Microinequities (C. Wick); (23) Museum & Methods Collaboration: Understanding Science Teaching via Distance Learning Technology (T. Barshinger); (24) Teaching Practices That Provide Cognitive Scaffolding for Classroom Inquiry (L. Flick); (25) The Ideal Advisor: Graduate Science Students' Perspective (M. Ferreira); (26) Modifying Hands- On Science Lessons for Students with Special Needs: A Model of Collaboration (L. Houtz, S. Watson); (27) Pushing the Comfort Zone: Confronting the Perceptions of Teaching and Classroom Culture (M. Fetters); (28) Teaching about Classroom Management in a Constructivist Methods Class Environment (R. Vellom); (29) Mezirow's Theory of Transformative Learning with Implications for Science Teacher Educators (W. DiBiase); (30) Using a Web Site in an Elementary Science Methods Class: Are We Opening a Pandora's Box? (S. Lewis, G. O'Brien); (31) A Project Designed To Engage K-8 Preservice and Inservice Teachers in Classroom Inquiry (C. Barman); (32) Stimulating Professional Growth of Teachers through Action Research (F. Shaka); (33) Using the Science Misconceptions Research To Address Science Teaching Misconceptions (S. Weber); (34) Shifting from Activity Mania To Inquiry ScienceWhat Do We (Science Educators) Need To Do? (H. Moscovici); (35) How Much is Enough? Preparing Elementary Science Teachers through Science Practica (D. Crowther and J. Cannon); (36) Using Negotiated Criteria and Peer-Evaluation in Undergraduate Elementary School Science Education Programs (L. Yore); (37) Extending Our Networking and Professional Development as Science Teacher Educators and Researchers: A Forum by and for Graduate Students (K. Wieseman, B. Rascoe, H. Wang, A. Kemp, L. Bryan, and V. Dickinson); (38) Gender, Ethnicity, and Grade level as Predictors of Middle School Students' Attitudes toward Science (M. Weinburgh); (39) Preparing "Professional" Science Teachers: Critical Goals (P. Dass); (40) Acids & Bases Curriculum Unit: An Inquiry-Based Context for Teaching the Particulate nature of Matter and Changes in Matter (S. Erduran, R. Duschl). (DDR/NB) ED421363

Rudasill, L. (June 1998). Global Literacy Initiatives: The United States and Developing Nations. In: The Challenge To Be Relevant in the 21st Century: Abstracts and Fulltext Documents of Papers and Demos Given at the {International Association of Technological University Libraries} IATUL Conference (Pretoria, South Africa, June 1-5, 1998), Volume 18; see IR 057 503. This paper begins with an investigation of the development of information literacy in the United States, including a definition of the concept and discussion of specific competencies entailed in the creation of the information literacy as promulgated by libraries and librarians. Recommendations of the American Library Association are summarized. The philosophy that supports some of the policies surrounding the advocacy of information literacy in the United States is discussed. Roadblocks to information literacy in developing nations (e.g., illiteracy, lack of publishing, lack of recognition of the importance of information, governmental instability, and lack of understanding between cultures) are then examined, with a view toward exploring alternative routes to information literacy. (Contains 13 references.) (MES) ED434681

Sabine, G., & Gilley, D. (March 1999). Taking It Online: A Bootstraps Approach. In: Proceedings of the Mid-South Instructional Technology Conference (Murfreesboro, TN, March 28-30, 1999); see IR 019 734. This paper describes the process of creating an online course at the Northwestern Technical Institute (Georgia) using locally produced lessons, supplemental text, threaded discussion groups, online examinations, and student access to a transparent third party URL (Uniform Resource Locator). The course, developed for the Microsoft Office User Specialist Certificate program, takes advantage of transparent access to a third party software vendor to provide software demonstrations for online students. The following phases of course development are described: (1) planning, including identification of considerations and design decisions to help guide the project; (2) design, including organization of competencies that the student will be required to master and creation of various course components (e.g., units of study, learning resources, simulations, production labs, assessment); (3) production, including solving problems related to demonstrating procedures/skills over the World Wide Web, simulating classroom interaction, communicating with students, and dealing with testing/administrative issues; (4) trial; (5) evaluation; and (6) implementation, including lessons learned. A syllabus format for Web-based courses is appended. (Contains 41 references.) (Author/MES) ED436126

Saunders, S. (1994). Development of Teachers in Vocational Colleges. 22pp. Paper presented at the Annual Meeting of the International Communication Association (44th, Sydney, New South Wales, Australia, July 11-15, 1994). A study identified the academic needs of Australian vocational educators who are developing their own and others' communication competence in response to the imperative for vocational educators to provide a wide range of programs in communication for the workplace. Subjects, over 100 vocational educators enrolled in the University of Technology, Sydney, in the School of Adult Vocational Education, spoke to individual lecturers and evaluated formatively and summatively a new major sequence of four subjects in Communication Development Studies. Results indicated the vocational educators' needs clustered around a strong interest relating to conflict management, negotiation, listening, assertiveness, team building, group dynamics, leadership, interviewing and conducting meetings as a communication process. The academic program has tried to model educational principles in adult education to acknowledge teachers' diversity and to provide opportunities for educators to focus their intellectual efforts on producing benefits for their practice of teaching. An experiential approach to the teaching of communication principles and practices, along with opportunities for discussion of key issues, would be appropriate. Assessment by negotiating an individual learning contract with an academic advisor provides a means for communication specialists to demonstrate development of their own and/or others' understanding and practice of an aspect of communication. The new major sequence of study in communication emphasizes combining theoretical approaches in communication with strategies for teaching, and indeed facilitating, communication in many vocational contexts. (A description of the course comprising the major sequence of study is attached. Contains 60 references.) (RS) ED372449

Science: Standard Course of Study and Grade Level Competencies, K-12. {Revision}.(1999). This document was created to establish competency goals and objectives for teaching and learning science in North Carolina for grades K-12. It contains the concepts and theories, strands, skills, and processes upon which all science instruction should be based. In addition, the curriculum defines and illustrates the connections between the National Science Education Standards, the Benchmarks for Science Literacy, and state standards. The 1999 revision further reflects the recommendations of the Third International Mathematics and Science Study (TIMSS) and the 1996 National Assessment of Educational Progress (NAEP) science framework and assessment. The approach to this curriculum follows four major strands across all grade levels. These strandsNature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectivesprovide unifying threads of understanding that are supported by competency goals. The Science Standard Course of Study does not include all science, but focuses on what all students should understand and be able to do as they move towards scientific literacy. The Basic Educational Program for North Carolina's Public Schools specifies that the North Carolina Standard Course of Study is the curriculum that should be provided in all schools throughout the state. (WRM) ED434820

Shore, S., Ed. (1998 Length: 177 Page(s); 2 Microfiche). Literacy on the Line. Australian Council for Adult Literacy Conference Proceedings (21st, Adelaide, Australia, September 24-26, 1998). This conference proceedings of the Australian Council for Adult Literacy contains the following papers: "'But I'm Not a Therapist'The Challenge of Creating Effective Literacy Learning for Survivors of Trauma" (Horsman); "Future Studies, Postmodernism, and Adult Literacy" (Cross); "Collaboration and Compliance in the Workplace" (Scheeres, Solomon); "What's Whiteness Got to Do with It? Exploring Assumptions about Cultural Difference and Everyday Literacy Practices" (Shore); "Interactive LearningEnterprise Based Training into the New Millennium" (Babalis); "Digging Deeper: A Strategy for Text Analysis with Indigenous Students" (Beattie); "Second Language Learners Operate on the Incomplete and Inaccurate Knowledge of the Target Language" (Bhela); "Throw Them a Line: Tips for Assisting Students to Survive Their First Semester at University" (Bickmore-Brand); "Computer Use in Adult Literacy in South Australia" (Bray); "Examining the Accounts of Homeless People's Needs to Determine a Role for Language, Literacy, and Numeracy Training" (Castleton); "Getting on the Same Line: Utilising a Concept Attainment Model of Teaching in the Numeracy Classroom" (Ciampa); "Toeing the Line: Incorporating the Key Competencies into Numeracy Sessions" (Ciampa); "Technological Tangles in Adult Literacy Education" (Harreveld); "Lining Up Secondary Students for Adult Literacy Programs" (Hill); "Contractor Safety Training Resources" (Hummel); "Receipting Rate Payments: How Well Are These Skills Captured in the Office-Administrative Standards for Level Three Trainees" (Kelly); "Certificate I in Initial Adult Literacy and Numeracy Multimedia Student Resources" (McGlynn); "Communication Matters: Towards Self Management of Communication Needs: A Best Practice Case Study in a Remote Mine Site" (McRae); "Language Literacy and Numeracy in the Entertainment Industry" (Moon); "'They Don't Have to Think, We've Got Managers': The Fine Line between 'Workplace Communication Skills' and 'Literacy at Work'" (Morgan-Williams); "Literacy on the Production Line;" "Literacy and Numeracy Online" (Purcell, Strempel); "ALBE [Adult Literacy and Basic Education] Teachers on the Front Line of Pedagogical 'Good Practice'" (Sanguinetti); "Presentation of a Model for On-Line Assessment and Moderation Using the Certificates in General Education for Adults and Incorporating the National Reporting System" (Soccio); "Students as Partners in Developing On-Line Teaching" (Le et al.); "Interlanguage in a University Context" (Le et al.); "Pegs for Literacy" (Trenerry); "Using Email as a 'Backdoor' to Literacy" (Walker, Coflin); "Sweet Words: A Case Study in a Confectionery Enterprise" (Lee); "Benchmarking to Success" (Welch); and "Between a Rock and a Hard Place: Challenges for a National Literacy Organization" (Horsman). (YLB) ED430143

Singh, M., Ed. (1999). Adult Learning and the Future of Work. This book contains 15 papers: "Introduction" (Madhu Singh); "Adult Learning and the Transformation of Work" (Paul Belanger); "Future of Work and Adult Learning" (Ettore Gelpi); "The Obligation of Education in the Face of Globalisation" (Nicole Arnaud); "Lifelong Learning and Vocational Education and Training: A Teacher's and Trade Union View" (Hilde Borgir, Renate Peltzer); "Trends of Active Populations: Context and Scope" (J.A. Bofill); "Ethical Implications of Contemporary Trends in Work and Adult Vocational Learning" (Richard G. Bagnall); "Work, Technology and Lifelong Education: Training the Trainers" (Rafael E. Ferreyra); "Technical and Vocational Education, Lifelong Learning and the Future of Work in Zimbabwe" (Charles M. Nherera); "New CompetenceA Reform in Norway" (Hilde Borgir); "Traditional Non-formal Vocational Education: The Indian Experience" (C.J. Daswani); "The Potential, Actual and Social Demand for Adult Learning in Argentina: The Situation of Educational Risk and Cumulative Advantage" (Maria Teresa Sirvent); "Social and Cultural Contexts of Vocational Learning in the Informal Sector: Implications for Vocational Education and Training Systems" (Madhu Singh); "Competencies for Innovative Entrepreneurship" (Gunter Faltin); and "UNIFEM {United Nations Development Fund for Women} Programme in Entrepreneurship Development for Women: An Experience from Lebanon" (Randa el Husseini). Concluding the book is the document "Proposals for Discussion on the Future of Work and Adult Learning," which was contributed to the Second International Congress on Technical and Vocational Education by the 15-member informal working group on the future of work and adult learning. Several papers include substantial bibliographies. (MN) ED431089

Smith, B., & Others, A. (1996). Tools for Teaching with Technology: The WIU Approach for Technology Integration into Teacher Education. 471pp. Package includes two videotapes (not available from EDRS): "Using Video To Enhance Understanding of Human Growth and Development" and "Breaking Barriers, Meeting Challenges.". This collection of 21 booklets about the Western Illinois University (WIU) model for teacher education, centered on principles of instructional designs, targets five technologies: computer applications, telecommunications, distance learning, interactive multimedia, and instructional video. Teacher competencies are specified for instructional design and the five targeted technologies; they are achieved through core and content-based modules. After an extensive overview, "Breaking the Barriers, Meeting Challenges," core modules include: (1) "Using the Computer to Enhance Teacher Productivity"; (2) "Telecommunications for the K-12 Classroom"; (3) "Distance Education in the K-12 Classroom"; (4) "Interactive Multimedia for the Classroom"; (5) "Instructional Video Production for the K-12 Classroom"; and (6) "Planning for Effective Technology Integration." The 12 content-based modules are: (1) "Technology Applications in the K-8 Science Classroom"; (2) "Teaching Social Studies with Historic Landmarks"; (3) "Electronic Resources for Teaching Secondary Social Studies"; (4) "Integrating Technology into Early Childhood Thematic Teaching"; (5) "Using Technology To Enhance Parent/Community Involvement"; (6) "Producing and Integrating Instructional Video"; (7) "Early Childhood Behavioral Assessment"; (8) "Exploring Planning Approaches for Teaching Thematically"; (9) "Your First Trip on the Internet"; (10) "Using Video To Enhance Understanding of Human Growth and Development"; (11) "Electronic Searching for Children's Literature Resources"; and (12) "Microteaching, Reflective Processing, and Video: A Metacognitive Twist." A program overview, a booklet for each module, a faculty support booklet, description and illustrations of equipment and infrastructure, and two videos are packaged in a file box. (ND) ED404307

Smith, S., & Others, A. (1996). The Impact of Qualitative Observational Methodology on the Authentic Assessment Process. 8pp. In: Proceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. Faced with concerns that students in the American educational system are failing to learn critical thinking, problem solving, and reasoning skills, and do not have the ability to apply these skills to real-world situations, educators and psychologists are researching methods of improving student learning and assessing student performance. In order to acquire accurate and useful information about student performance, classroom teachers have moved from traditional summative evaluation methods toward a formative method of assessment; teachers now have the role of teacher-researcher. This paper focuses on a systematic method of developing an authentic assessment instrument that incorporates a three-phase question: (1) What is to be assessed?; (2) How is it to be measured?; and (3) How does one observe and interpret verbal and non-verbal messages or data? In the first phase, teachers identify the purpose of assessment, recognize the uniqueness of the learners, and ensure that they possess a knowledge base in the relevant subject matter. In the second phase, teachers formulate learning outcomes and the criteria and standards that will be applied to them. In the third phase, teachers train themselves to play the role of objective observer. As teachers strengthen their observational skills and recognize their roles as teacher-researchers, they will experience an increase in confidence and professionalism, and there will be a direct positive effect on daily instructional and social classroom activities. (Contains 20 references.) (SWC) ED397842

Special Education Technology Specialist. Careers in Special Education and Related Services.(1996). Designed for high school students interested in careers in special education and related services, this guide outlines the role of the special education technology specialist. It addresses the nature of the work, the education required, personal qualities that technology specialists should have, job outlook and advancement, and how to prepare for a career as a technology specialist. Technology specialists are described as working as part of a team to evaluate students with disabilities and to help them become more productive and independent. A technology specialist can provide telephone and classroom technology support, assistive technology training, recommendations for software, suggestions for specific devices or equipment, and assistance in accommodating the limitations of students with disabilities. Because technology specialists are highly trained in computer skills, they are often the school's on-call expert for all special education classes. Some states require a teaching license to be employed as a technology specialist, but others do not. Technology specialists are described as resourceful, persistent, patient, and creative problem-solvers. A profile of a technology specialist is provided to illustrate the challenges and benefits of the job. (CR) ED420975 Available from: National Clearinghouse for Professions in Special Education, 1920 Association Drive, Reston, VA 20191-1598; toll-free telephone: 800-641- 7824; e-mail: ncpse@cec.sped.org; World Wide Web: http://www.cec.sped.org/ncpse.htm

Specific Job Competencies.(1994). 70p. This document consists of 12 separate folders each listing a set of job competencies for a specific occupation or function area (e.g. television, wood construction) that is the subject of vocational and technical education courses at the middle and high school level in the Seattle (Washington) Public Schools Vocational/Technical Education Department. The job competencies listed should be acquired during the courses. The checklists rate the job skills on three levels: level one (performed independently), level two (can complete job with limited supervision), and level three (general information provided). Space is also provided for student name, school, date, semesters completed, and related job site and work experience information. Job competency profiles for the following programs are included: (1) Applied Mathematics; (2) Automotive Technology, (3) Wood Construction; (4) Computer Applications I and II; (5) Information Processing I and II; (6) Children and Parenting; (7) Middle School Technology Education; (8) Food Education and Service Training; (9) Drafting; (10) Television; (11) Radio; and (12) Horticulture. (KC) ED407492

Specifications for Developing Secondary Program Proposals.(1995). 41p. This document, which is designed for individuals developing local career and technology education (CTE) program proposals and/or designing new CTE facilities in Maryland, presents the CTE program specifications that were developed to ensure the quality of CTE programs in public schools in Maryland. The document is divided into four sections. The first section discusses general program specifications pertaining to the following aspects of CTE: advisory councils and program committees; administration; staff; facilities and equipment; student recruitment and enrollment; career development systems; and instruction (program offerings, competency/performance-based instruction, program completion, community resources, safety, leadership development and student organizations, work-based learning, provision of experience in all aspects of the industry, tech prep, blended instruction/integrated instruction, and evaluation). The second section explains each of the following elements of specific program specifications: program title, program Classification of Instructional Programs code, program description, learner outcomes/competencies, facilities, job titles addressed by the program, labor market demand, sequences of courses matrix, and instructional program data sheet. Section 3 presents directions for completing program proposal packets, and section 4 contains a sample program proposal. Appended are instructions for using the Maryland State Department of Education report template for WordPerfect for Windows, version 6.0/6.0a only. (MN) ED386599

Stevens, P. (1996). Bottom Up Succession Planning Works Better. The majority of current succession planning practices reflect the viewpoint of only a linear career direction for ambitious people. They are based on the premise that competent people have and want only one career directionan upwardly mobile one. In today's work force, however, a "bottom-up" process works better in succession planning. This process, which usually focuses no more than 2 years ahead, involves asking employees about their career goals at regular intervals and helping them develop career plans and competencies to meet their goals while allowing the organization to change to meet changing marketplace needs. Career paths need not be only upward and linear, but can involve eight directions, including lateral moves and temporarily moving down to a job with less responsibility in order to learn new skills. In this process, succession planning should resemble more a gridlike pattern than a traditional organization chart. Focusing on replacing incumbents is an old-fashioned idea that presumes that positions will remain the same, an unlikely assumption in a changing world. Succession planning should ensure that teams of people are ready for contingencies, organizational expansion or contraction, entering new markets, and handling changes in the nature of technology. Employees should be educated in career management and skilled in self-reliant practices in their own career development. This model suits the new workplace much better than the older top- down succession plan. (KC) ED402500

Strickland, J., Salzman, S., & Harris, L. (2000). Meeting the Accountability Mandate: Linking Teacher Technology Competency to Student Learning. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (52nd, Chicago, IL, February 26-29, 2000). Page Length: 7. This paper examines the integration of technology into teaching and learning, focusing on Idaho State University College of Education's experiences with developing and administering a statewide assessment for certifying teacher technology competency and documenting the effects of technology integration on P-12 student learning. The paper examines mandates for technology integration nationally and in Idaho, describing the Idaho Technology Portfolio Assessment process that was developed in response to national and state mandates for technology integration. The assessment ensures that Idaho teacher candidates are competent in technology integration, assesses technology competencies of certified school personnel, and links teacher technology use into P-12 student learning. The assessment is based on International Society for Technology in Education standards. The paper discusses technology integration into teacher education at the university, presenting evidence of technology integration and student learning. Having the portfolio assessment embedded in teacher education coursework and field experiences leads to candidates actually using technology tools while teaching and learning. The portfolio assessment gives Idaho teachers a jumpstart in shaping a career based on continual improvement. Teachers gain a sense of ownership in the assessment process and the development of technology knowledge and skills being assessed. (Contains 19 references.) (SM) ED440097

Stuckey, M. (1997). From the Chalkboard to the Chatroom...and How To Get There from Here: A Model for Developing and Using a Diocesan and School Site Educational Technology Plan. 76p. This workbook documents the implementation of a technology plan for the 34 Catholic schools in the Diocese of San Jose (California) during 1994-97. Chapter 1 summarizes the following six steps in the technology planning process: (1) determining the current status and gathering information; (2) getting organized; (3) establishing direction and writing goals; (4) building the plan with strategies; (5) making the plan a reality; and (6) evaluating and adjusting the plan. The Diocese of San Jose's Masterplan is presented in the next chapter, including mission statement, goals and strategies recommended by the planning committees, and charts identifying the groups (i.e., Department of Education of the Diocese, principals, teachers, and technology taskforce) responsible for completing these strategies. Chapter 3 reports the work done by the taskforce for each of the goals and strategies. Several items developed by the planning committees are contained in this chapter, including a technology planning guide, a hardware evaluation form, a list of resources for teachers, minimum technology standards for hardware, Internet access options, teacher competency goals, student competencies by grade level, technology rules and code of ethics, and a technology use agreement. Chapter 4 describes the principals' role in the planning process. The advantages of diocesan-wide planning are considered in Chapter 5. Two appendices list the goals and strategies directed toward the Department of Education and teachers. (MES) ED415846

Teachers' Feelings of Preparedness. Indicator of the Month.(December 1999). Teachers' self-assessments provide one indication of the extent to which preservice and on-the-job learning prepare teachers to meet the new demands of education. In 1998, 71 percent of public school teachers felt that they were very well prepared to maintain order and discipline in their classrooms. Fewer teachers felt that they were very well prepared to meet certain instructional requirements, including implementing new teaching methods, implementing state or district curriculum and performance standards, and using student performance assessment techniques. Teachers were least likely to report feeling very well prepared to integrate educational technology into their teaching methods or to address the needs of students with disabilities or of students with limited English proficiency or from diverse cultural backgrounds. Teachers who spent more than 8 hours in professional development in the content area of a specific activity in the previous 12 months were generally more likely than other teachers to feel very well prepared in that area. The exception was the area in which teachers felt most prepared: maintaining order and discipline in the classroom. (SM) ED437392

Tech Prep Education Local Consortia and Tech Prep Program Inventory.(1994). 46pp. In: California State Plan for Carl D. Perkins Vocational and Applied Technology Education Act Funds: 1994-96; see JC 950 102. A review is provided of tech prep consortia and programs in California, as they relate to the Carl D. Perkins Vocational and Applied Technology Education Act (VATEA) of 1990. First, background information is presented on the VATEA, indicating that it authorizes and provides significant funding to develop and operate four-year tech prep education programs and calls for statewide articulation agreements between secondary schools and postsecondary institutions. Next, the following requirements for curricula in tech prep education majors and programs are outlined: (1) graduation from the secondary school; (2) general education requirements for the associate degree; (3) specific requirements of an occupational degree or certificate; (4) courses that build student competencies in mathematics, science, communications, and technologies; (5) worksite learning experiences; (6) the option to fulfill requirements for a baccalaureate degree; (7) the option to fulfill requirements for a particular baccalaureate degree major; and (8) placement and employment for students. A history of tech prep in California since 1985 is presented and recommendations are made for increasing articulation among educational segments. Finally, an inventory of tech prep programs is provided, including information on fiscal agents (i.e., consortia administering the grant, special projects, and/or first-year consortia); participating institutions; funding amount; and the educational areas focused on in the program. (KP) ED379028

Tech Prep. Federal & Ohio Guidelines.(1994). 11p. This booklet outlines federal and Ohio guidelines regarding tech prep programs. Presented first is a map depicting the 24 Ohio consortia developed during the 4 phases of statewide planning of tech prep in Ohio. The next section of the booklet, which is devoted to federal provisions regarding tech prep, includes the definition of tech prep contained in the Carl D. Perkins Vocational and Applied Technology Education Amendments of 1990 and lists the seven tech prep components stipulated in the amendments. The remainder of the booklet focuses on Ohio's vision of tech prep. Ohio's definition of tech prep is presented along with a brief description of the relationship between secondary- and postsecondary-level instruction. Next, the requirements regarding academic, occupational, and employability competencies at the secondary and postsecondary levels are stated. The following critical components of Ohio's tech prep program are listed: systemic change, expanded student opportunity, partnerships, early individual career education, competencies, and advanced skills. Detailed next are the elements of Ohio's integrated curriculum tech prep course path at the following instructional levels: pre-grade 8, grade 8, grades 9 through 12, associate degree/two-year college programs, and employment. Two tech prep contact persons are listed. (MN) ED378323

Technology Education: The New Basic on Target for Florida Students.(1994). 89p. This document consists of 48 audiovisual aids and information sheets pertaining to technology education (TE) that were used in a presentation to Florida's External Committee on Curriculum Restructuring in Vocational Education. The following are among the topics covered: recent developments in/regarding TE in Florida; factors influencing TE in Florida; goals/objectives of TE as a new basic in Florida; TE's history, evolution, and paradigm shift; Florida's high- technology triangle and technology strengths; major characteristics of U.S. society; stakeholder/research/professional/consensus groups in TE; educational reports/initiatives/legislation/projects influencing TE; similarities of the goals/content of TE to those proposed by the Secretary's Commission on Achieving Necessary Skills; nature/scope of technology, TE, and technological literacy; major differences between industrial arts and TE and science and technology; a universal systems model; problem solving; goals/career paths for TE students at the elementary, middle, and high school levels; TE programs in 1993-1994 and 1994- 1995; TE program changes slated for 1995-1998; core outcomes; TE issues and concerns; TE plans; generic technology competencies for TE instruction; TE's level of integration; a TE curriculum framework; joint TE/science laboratories; and suggested facilities for integrated studies in TE and science. (MN) ED377358

Technology Training for Teachers: Topics and Tips for Staff Development Planners.(1998). 151p. This workbook offers tips for staff development planners who train teachers about technology. The first six sections are "Getting Started with Competencies and Context," "Looking at Learner Needs," "Taking School Technology Inventory," "Outlining Parameters for Program Design," "Selecting Resources and Approaches," and "Resources and Approaches: An Overview of Options." The options described in the latter section include: audiotapes; conferences; consulting resources; digital disks (CD ROMs/laser videodiscs); interactive satellite network telecasts/videotapes; lesson plans; listservs; networked, computer-based resources; North Carolina Information Highway; observation and field trips; packaged workshops, seminars, and courses; parents and the community; peer mentors; professional development collection; students and teachers learning together; teachers teaching teachers (train the trainer); and videotapes. The last two sections are "Evaluating the Technology Training Program" and "Addressing Renewal, Registration, and Record Keeping Issues." The first two sections are, "Evaluating the Technology Training Program" and "Addressing Renewal, Registration, and Record Keeping Issues." More than half of the workbook includes the following 13 attachments: North Carolina Teacher Technology Competencies; local samples of training objectives, content, and parameters; a sample needs assessment form; a sample school technology inventory; the University of North Carolina Educational Consortia; the Regional Education Service Alliances/Consortia; Internet access options; a summary description of Eisenhower Year Eight Projects; featured sites and teachers in Star School Series: "Case Studies and Applications"; sample North Carolina Technology professional development programs; a Department of Public Instruction videotape loan library request form; guidelines for developing a professional collection; and a sample technology training program evaluation form. (SM) ED424201

The Literacy Equation: Competence = Capability? National Conference of the Australian Council for Adult Literacy Conference Papers (Queensland, Australia, November 7-9, 1996).(1996). 239p. Papers from the 19th Adult Literacy Conference convened by the Australian Council for Adult Literacy include: "A Little to the Right on Writing" (Brendan Bartlett, Margaret Fletcher); "Deconstructing the 'Australian Language and Literacy Policy'" (Helen Beazley); "Comparing Content-Centered and Learner-Centered Approaches in School Mathematics: Picking Up the Pieces in Numeracy with Adults" (Jennie Bickmore-Brand); "Developing Workplaces as Learning Environments: Towards a Learning Curriculum" (Stephen Billett); "Last CALL for All: Before IT (Information Technology) Races down the Superhighway" (Paula Burns); "Using Key Competencies to Solve the Equation" (Ralph Catts); "Quality and Competency Based Education and Training" (Clive Chappell); "Managing the Competency Based, Multi- level, Literacy Classroom: What Works" (Jean Clarke); "Fractions, Decimals and Adult Learners" (Tom J. Cooper, Shelley Dole); "Computing as LiteracyThe Computing Practices of Language and Literacy Teachers" (Chris Corbell); "Chickens, Eggs and 'Access': Untangling Competence and Capability through a Re- examination of Skills, Knowledge, Values, Non-formal and Formal Learning in Agriculture" (Ian Falk, Sue Kilpatrick); "Challenges Facing Training" (William Hall); "Office Discourses: Which Attributes Are Given Authority in Institutional Classrooms?" (Ann Kelly); "Flexible Delivery: One Practitioner's Point of View What Has to Change When You Go Flexible?" (Anne Kiley); "Aboriginal and Torres Strait Islander Adult Education Histories and Their Relationship to the Development of Academic Writing Skills" (Bill Langlands); "A New Work Order: Some Implications for Being Literate in a Global Economy" (Colin Lankshear); "Assessing Front-line Management the Identification of Personal Constructs in the Workplace" (Irena Morgan-Williams); "The Role of Volunteer Tutors in the History of Adult Literacy in Queensland" (Jean Searle); "Parents and Literacy (PAL)" (Julie Spreadbury); and "Choosing Change through Literacy" (Kath White). (MN) ED413415

Thoms, K. J. (March 1999). Technology for Pre-Service Teachers. In: Proceedings of the Mid-South Instructional Technology Conference (Murfreesboro, TN, March 28-30, 1999); see IR 019 734. This paper explains how the St. Cloud State University (Minnesota) College of Education is addressing the need for its graduates to be information technology-prepared in order to meet the demands and expectations of today's classroom. Following a summary of research that indicates the need for improved instruction about effective use of technology in education, an overview is provided of a course on media, materials, and methods of instruction. Topics addressed include: (1) prerequisite competencies, including operating system and application skills; (2) course content, including the World Wide Web, bibliographic instruction, trends in educational/instructional technology, communications tools, media and instruction, systematic planning for media use, visual principles and design, nonprojected visuals, projected visuals, audio media, motion media, computers in education, multimedia systems, computer networks, distance education, process technologies, equipment and setups, and copyright; (3) required assignments; (4) other activities; and (5) experimenting with offering the course as part of the elementary education block. (MES) ED436127

Thurston, L. p. C., Betsy, & Dinkel, J. (1998). Beyond Bells and Whistles: Using Multimedia for Preservice and Inservice Education. 7pp. In: Coming Together: Preparing for Rural Special Education in the 21st Century. Conference Proceedings of the American Council on Rural Special Education (18th, Charleston, SC, March 25-28, 1998); see RC 021 434. An interactive multimedia instructional program was developed at Kansas State University to meet the need of rural social work students for specialized training in child welfare issues. The program consists of 10 multimedia interactive computer-based instructional modules that focus on child welfare issues in generalist social work practice. The modules were designed to provide individualized staff development based on specific social worker competencies, adult education principles, and the advantages of interactive multimedia. The impact of the program on student attitudes and knowledge was assessed with 37 undergraduate students who used the modules in two courses on social work practices. Results of pretests and posttests indicate that after viewing the modules, students had increased their knowledge, developed a greater sense of competence in the subject area, and become more comfortable with the use of technology. The findings suggest that interactive multimedia is an effective means of providing training in knowledge and skills necessary for child welfare practice, and that this method has potential to overcome challenges, such as lack of specialists and lack of materials, that are common to rural service delivery in a variety of fields. (SV) ED417882

Tipton, M. H., Kovalik, C. L., & Shoffner, M. B. (1998). Technology Tools for Restructuring Course Delivery. 10pp. In: Proceedings of Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division(20th, St. Louis, MO, February 18-22, 1998); see IR 019 040. Some figures contain illegible type. As the number and complexity of required technology-related competencies grow, basic teacher education media courses need to develop alternatives to instructor-led lecture-based formats in order to maintain essential components of course content while incorporating new content in expanding technologies. Creating technology-mediated instructional environments that are used as out-of-class assignments is one way to deal with this issue. This paper presents the process of transforming lesson content from lecture- based format to instructional content delivered through the World Wide Web. It discusses visual literacy concepts and details the steps taken to make the Web site instructional and interactive rather than merely informational. Highlights include: (1) defining visual literacy content; (2) design of computer mediated instruction; (3) a research review; (4) student feedback on the Web site; (5) interactive instruction; (6) designing the instruction, including two sample learning activities; and (7) the visual literacy instructional package. Several sample screens are included. (Contains 19 references.) (Author/AEF) ED423866

Townsend, B. K., & Bassoppo-Moyo, S. (1996). The Ideal Community College Academic Affairs Administrator: An Inside View. 14pp. Paper presented at the Annual Conference of the Southern Association for Community College Research (25th, Panama City, FL, August 5-7, 1996). In an effort to determine the necessary components of an effective higher education administration program, an exploratory study was conducted of practicing senior-level academic administrators regarding their perceptions of the knowledge, skills, and attitudes necessary for effective community college academic administration. An open-ended survey was distributed to a random sample of 160 two-year academic vice presidents or deans, receiving responses from 47% (n=76) and resulting in 308 codeable responses. Thirty-eight percent (n=23) of the respondents were female; 61% (n=37) had a doctorate degree; and 49% of those doctorate degrees were in higher education. Results indicated that the knowledge and skill area most frequently considered necessary was the need for contextual competence, or the understanding of the environment in which higher education administration is practiced. This area received 175 responses. Further, competence in communication received 105 responses, interpersonal competence 108 responses, and technical competence 105. The results of the study shed little light on necessary attitudes, other than one of openness and receptivity to change. Based on study findings, higher education doctoral programs should offer courses in budget and finance, college teaching, curriculum, computers and instructional technology, and group dynamics. A list of the competencies and attitudes included in the survey instrument is appended. (TGI) ED397863

Tsunoda, J. S. (1996). Facing the FutureOn the Edge of a New Millennium. University of Hawaii Community Colleges Report. 40p. Compiled by the University of Hawaii Community Colleges (UHCC), this 1995 comprehensive report provides information about the seven UHCC campuses, focusing on educational programs, accomplishments, and enrollment. Following a message from the Chancellor, the report describes educational and employment training efforts implemented by the UHCC to accommodate the changing economy, including credit and non-credit instructional programs, cultural and tourism programs, partnerships with high schools for school-to-work programs, and career education. Next, the report reviews efforts to improve instruction through distance education, an international focus of the campuses and curricula, conversion of noncredit courses or job competencies to degree credits, and computer and interactive multimedia instruction. Profiles are then provided of the seven colleges and the UHCC's Employment Training Center, with each profile including an introduction, a history of the institution, a narrative of 1994-95 accomplishments, and ED391548

Urban-Lurain, M., & Weinshank, D. J. (1999). Mastering Computing Technology: A New Approach for Non-Computer Science Majors. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) (Montreal, Quebec, Canada, April 19-23, 1999). Page Length: 20. A computing literacy course at Michigan State University for non-computer science students was designed with a fixed course structure and continuously changing course content. The structure provides feedback for assessing students and revising content to meet the changing demands of client departments, changing student experience, and changing hardware/software environments. To address potential assessment problems, the course is entirely lab-based, replaces competitive grading with a collaborative learning model, and replaces "points" with a series of mastery learning bridge tasks (BTs). This assessment model provides greater opportunity for learning than traditional multiple choice examinations, actually indicates the concepts and competencies that the student has mastered, and is non-competitive. The model provides a database of student performance that is used to improve the instructional design of the course, refine the BTs, and help individual students better understand concepts. Tables are included that provide information on BT contents, BT attempt rates, course grades, and student evaluations. Sample BTs are appended. (Contains 12 references.) (MES) ED437917

VanLandingham, P. G. (1995). The Effects of Change in Vocational, Technical, and Occupational Education on the Teaching of Culinary Arts in America. 11p. Vocational education and culinary arts have gained a new respect. Since the mid- 1970s, the status of culinary artists (cooks and chefs) has changed from domestic to professional. This change and the many changes in food technology have brought about a heightened awareness of the need for better training for culinary professionals. Improved communication between education and industry have provided students with skills more suited to meet the needs of the job market. The United States is regarded as the leader in the field of culinary arts due to the development of vocational facilities, developments in the areas of food science and agricultural methods, and more refined techniques for the presentation of materials. Use of a competency-based curriculum allows teachers to assess each student's capabilities. Students at Johnson and Wales University (J&W), Rhode Island, are developing electronic portfolios used by employers recruiting on campus. These portfolios describe the competencies of each student that will link him or her with jobs appropriate for the skill levels the student possesses. Evolution in vocational culinary education has prompted the development of new programs. J&W has begun a four-year bachelor of science in culinary arts, the first of its kind in the United States. Faculties working in this field will require higher credentials. J&W is on the verge of linking branch campuses by two-way interactive television to compensate for a shortage of trained faculty. (YLB) ED382832

Veen, W., & Others, A. (1996). Partnership and Cooperation at Two Levels: Tele-Guidance in Teacher Education. 22pp. Paper presented at the Annual Conference of the Association for Teacher Education Europe (Glasgow, Scotland, United Kingdom, September 1996). This paper describes the experiences of four university teacher education institutions collaborating in an European Union-funded project called the REFLECT project: the Universities of Barcelona (Spain), Exeter (England), Trondheim (Norway), and Utrecht (Netherlands). The project s focus is on the development of reflective competencies in preservice and beginning teachers using various modes of distance education, especially remote computer conferencing or "tele- guidance." In this partnership, the participants collaborate on two levels: first, collaboration between teacher-educators developing a pedagogy of tele- teaching and, second, collaboration between university teachers and student teachers during preservice teaching experiences. Each institution used a different theoretical model to develop reflectivity and different electronic delivery modes varying from video conferencing to one-to-one e-mail. All tele- tutoring was embedded in regular teacher training. The Dutch experiences indicated that an established organization with common standards for the exchange of messages is a critical condition for a well-functioning computer conference. The Exeter experiences focused on analysis of teaching of the subject versus analysis of performance in the communications process. The Utrecht project focused on reflection as part of a problem solving process and the Barcelona project on the degree to which teachers critically reflect on values embedded in their thinking and practice. Results of a survey of telecommunications use in European teacher education are also reported. (Contains 43 references.) (JLS) ED409266

Vergara, H. (1995). Design, Development, and Implementation of an Instructional Program for Kindergarten Teachers To Increase Their Basic Computer Skills through Word Processing Training. 107pp. Ed.D. Practicum Report, Nova Southeastern University. Kindergarten teachers are not receiving instruction in computer literacy, and the kindergarten curriculum does not include instruction in use of computers. A practicum project addressed the problem of bilingual (Spanish-English) kindergarten teachers who did not know how to use computer word processing programs. Major goals of the project were to increase teachers' computer literacy through their: mastery of word processing skills; creation of school-related documents, with graphics; learning of computer maintenance; and mastery of and comfort with computers for application in their teaching and classroom management. The computer instruction and training program that was designed and implemented for the project concentrated on increasing the word processing skills of the bilingual kindergarten teachers using instructional and educational technology. Twelve kindergarten teachers participated in the program. Analysis of evaluation data revealed that the bilingual kindergarten teachers understood basic computer technology, and achieved the goals of the project. (Nine appendices include a copy of the faculty survey questionnaire, computer literacy pre- and posttest, a computer care and maintenance evaluation instrument, and samples of teachers' work. Contains 25 references.) (AA) ED387239

Webb, L. D. (1999). Integrating Technology in the High School. Breaking Ranks: Making It Happen. For others in the series, see EA 030 073, EA 030 075 and EA 030 077. This booklet is part of a series that was designed to serve as a resource for high school leaders. It focuses on the integration of technology in the high school and contains practical strategies, procedures, and ideas to enable school leaders to plan and implement programs that will help students. It highlights the findings in the National Association of Secondary School Principals' publication "Breaking Ranks: Changing an American Institution." The text expands on the idea that high schools can enrich and expand virtually every activity, operation, and course by using computers and other technologies. It focuses on technology education and the need to distinguish between instruction about technology and the use of technology to teach skills, ideas, or concepts that have no relationship to technology. It also describes technology performance standards and competencies for students, providing a listing of competencies that were adopted by one school district. Some challenges to technology integration in the high school, such as the lack of resources, the time needed to train teachers, and the need for technical support are also covered. The principal's role in technology and his or her oversight of funding, technical support, the technology plan, and assessment are outlined. (Contains 12 references.) (RJM) ED434408

Wesley, M. T., Jr., & Franks, M. E. (1994). The Virtual Classroom and Vertically Integrated Technology Training for Education: New Paradigms for Telecommunications Technology Training of School Personnel. 33pp. Paper presented at the Annual Conference of the Mid-South Educational Research Association (Nashville, TN, November 10, 1994). Two new training and development initiative practices addressing telecommunications (Internet) training for education are presented: the Virtual Classroom and Vertically Integrated Technology Training (VERITTE). These techniques be applied separately or in combination to develop competencies and positive attitudes among school personnel toward use of telecommunications in education. The Virtual Classroom seeks to apply telecommunications to enhance interconnectedness of classrooms, students, and teachers to each other and the outside world, thereby enhancing the learning resources of schools. It involves an elaboration of the electronic discussion group commonly implemented between individuals and groups on the Internet, and ideas are shared through the use of electronic mail and other electronic communication techniques. By engaging in active and cooperative learning experiences during training, teachers learn of the extensive information sources available to them and their students via telecommunications. VERITTE is a model for educational training and development which draws on Senge's concept of "the learning organization," an organization which is inherently systemic and non-hierarchal. Students, administrators, and teacher all: perform knowledge work toward the accomplishment of the organizations' goals; need to be competent in the use of the productive tools of organization (computers, etc.) to perform their work; bring personal resources of skills and knowledge to the accomplishment of work; and are relied upon to bring a sense of their personal responsibility to their work performance. Through VERITTE, training and development activities simultaneously address all levels of the school organization in shared learning experiences. The paper also describes results of a pilot test of the Virtual Classroom and VERITTE in public schools. An appendix provides a transcript of an electronic discussion on the training and development practices introduced in this paper. (Contains seven references.) (MAS) ED382174

Wilcox, B. L., & Others, A. (1997). Intelligent Portfolios for Professional Development. 34p. The intelligent electronic portfolio goes beyond assessment of teachers to a method of strengthening their professional development in the classroom. Adopted for teachers in a 3-year doctoral program, the intelligent electronic portfolio is a collection of artifacts, indicating competencies and skills, a place to showcase accomplishments and achievements, and a living, working portfolio which makes learning visible. The core system chosen is the laptop portable computer. The elements of a portfolio (reading, thinking, interacting, demonstrating, and writing) are enhanced by the use of technology: (1) "reading" professional literature and organizing data requires network access (electronic mail, newsgroups, and World Wide Web access); (2) "thinking" about artifacts collected is easier for the teacher through the use of "Web Helper Applications"; (3) "interacting" with others in one's discipline is made possible through the use of distance learning media; (4) "writing" requires the use of office software, especially word processing and desktop publishing; and (5) "demonstrating" is possible with the help of a graphics presentation package. The CD-ROM is the ultimate product of the intelligent portfolio. Six figures display information on the intelligent portfolio. (Contains 29 references.) (SPM) ED408250

Wilcox, D. J., & Wigle, S. E. (2000). Special Educators' Ability To Function As Leaders in Inclusionary Settings. In: Capitalizing on Leadership in Rural Special Education: Making a Difference for Children and Families. Conference Proceedings (Alexandria, VA, March 16-18, 2000); see RC 022 337. Page Length: 7. The current practice of including all students with special needs in the general education setting has resulted in new roles for special educators. To determine whether special education professionals are being prepared adequately for these new roles, a study investigated the self-reported competencies of special educators on a set of 35 skills important to special educators working in a leadership role. Analysis of surveys returned by special educators from Nebraska, Tennessee, Kansas, and Texas revealed four groups of competencies. Group 1 dealt with developing budgets and procuring funding, two competencies not usually part of preservice preparation of special educators. This group contained the lowest scores. Group 2 contained 14 competencies indicative of recent changes impacting special educators such as using technology, creating professional development programs for colleagues, and implementing a variety of administrative procedures and initiatives. This group had the second lowest ratings. Group 3 represented a mixture of roles on a continuum from traditional to transitional. Skills such as assessing students with disabilities and developing instructional programs appropriate to the needs of the students were on the traditional end. Transitional skills included collaborating with administrators, teachers, and families and advocating for students. Group 3 had the second highest ratings. Group 4 contained 7 traditional roles and received the highest scores. The findings suggest that teacher education and staff development programs should emphasize skills related to newer and more transitional competency areas. (Contains a table of respondents' ratings of competencies and 16 references.) (TD) ED439884

Wiles, C. A., Ed., & Schoon, K. J., Ed. (1994). PACE '94: Program Evaluation. 50pp. For related documents, see SE 056 817-819. This booklet describes PACE (Promoting Academic Excellence in Mathematics, Science & Technology for Workers of the 21st Century), an Eisenhower Math and Science Education project, and presents an evaluation of the program. PACE seeks to improve learning opportunities and achievement in mathematics and science for students in target schools (see SE 056 818), with particular emphasis upon mathematics, science, and technology within the Tech Prep programs that are becoming increasingly important around the United States. The vision of the program covers a period of 6 years. The goals are to: develop a 3-week inservice program in mathematics and science education; develop an inservice plan that will ultimately result in the development of course sequences for Indiana tech prep curriculum competencies in mathematics and science; and provide support for staff development. The participants and the summer training program are described and conclusions are drawn. Attitude, confidence, goals, and participant evaluation surveys are included. Appendices include a letter of PACE recruitment, the PACE workshop application form, an evaluation form for summer 1994 workshop, Eisenhower program comments, and ratings of 38 participants. (MKR) ED387354

Williams, E. U., & Others, A. (1995). Distance Education As a Future Trend for Pre and Inservice Education. 9pp. In: Reaching to the Future: Boldly Facing Challenges in Rural Communities. Conference Proceedings of the American Council on Rural Special Education (ACRES) (Las Vegas, Nevada, March 15-18, 1995); see RC 020 016. Inservice training and staff development for rural schools are complicated by limited access to advanced training programs, limited financial resources, and a high attrition rate among rural educators. One way in which rural schools and universities can collaboratively work to fill this void is through distance education, which can help rural schools offer courses for which a certified teacher is not available, or deliver inservice training for faculty and staff. Because there are a number of distance education technology systems available, it is important that rural schools consider which system best meets their needs. One example of a rural training program that uses distance education in Project CREST (Collaboration in Rural Education for Special Teachers), undertaken by the Department of Special Education at Bowling Green State University (Ohio). Project CREST provides preservice and inservice training in special education service delivery and problem solving appropriate to rural areas. CREST faculty spend 1 week each month on site with participants. During the remaining 3 weeks, the Internet is used for videoconference transmission. Participants demonstrate competencies and skills at practicum sites. Since there are typically no long distance telephone charges, use of this configuration provide a low-cost approach to the delivery of professional training in rural schools. (TD) ED381326

Wolverton, M. (1994). A New Alliance: Continuous Quality and Classroom Effectiveness. ERIC Digest. 4pp. For the full report, see HE 028 969. ED392368

Wu, R. T. Y. (1998). New Directions for Technological and Vocational Education Reform in Taiwan, Republic of China. Paper presented at the American Vocational Association Convention (New Orleans, LA, December 10-13, 1998). Page Length: 13. Changes caused by technology, economy, society, and education have necessitated reform of technological and vocational education (TVE) in Taiwan. Recommended reforms are as follows: relaxing educational regulations, accepting every student into higher education, streamlining channels to higher education, raising educational quality, and creating a lifelong learning society. The government has responded to needs for such reforms by proposing and implementing four categories of strategies and initiatives: (1) a flexible TVE system can be reached by increasing the number of continuing education institutions, revising the curricula, and providing multiple channels for school entrance; (2) for sustainable national economic development, TVE should provide professionals trained in foreign languages, finance, hospitality and travel, transportation, telecommunications, information processing, and film and television; (3) educational equity of TVE can be achieved by 10-year compulsory education, comprehensive high schools, multiple channels for school admission, and planning for lifelong learning; and (4) skill certificates should be emphasized as an indicator of occupational competencies and be considered for continuing education, employment, and job promotion. TVE can serve students' needs for employment or continuing education and become an integral part of the lifelong learning process. Skill certificates to improve students' occupational competencies required in the work world should be emphasized, and TVE must be continually improved to develop a world class work force. (Contains 11 references.) (YLB) ED429183

Yates, B. L. (1997). Media Education's Present and Future: A Survey of Teachers. 37pp. Paper presented at the National Media Literacy Citizenship Project's Summer Conference (Birmingham, AL, June 20-22, 1997). Over 350 surveys were distributed to public and private elementary and secondary school teachers to assess the current state of media education and to determine if changes have occurred given the increase in educator awareness of media education benefits, media literacy advocacy groups, media education resources, and changes in technology. Specific areas of inquiry included the importance of teaching media literacy, competency to teach media literacy, teachers' classroom media use, teachers' perceptions of students' media skills and understanding, sources of media education materials, and barriers to media education. Results indicate an overwhelming support for media education goals and values; however, only two-thirds of the respondents reported addressing media in the classroom. La ck of time and materials were reported as the most common barriers to media education. Significant differences were found between public and private school teachers' perceptions of students' media understanding competencies. (Contains 15 tables of data, 13 references, and 12 notes; a sample survey is appended.) (Author/NKA) ED424601 You be able to order this document from the ERIC Document Reproduction Service.

Zelazek, J. R., Williams, W. W., McAdams, C., & Palmer, K. (1998). Teacher Education Follow-Up Study, 1998. 25pp. "As compiled by the Teacher Education Assessment Committee.". This report presents the eighth Follow-Up Study by the Teacher Education Assessment Committee (TEAC) at Central Missouri State University (Central). TEAC is a centralized system of data collection and assessment that conducts and publishes results of periodic assessments and evaluations of Central's teacher education programs. Data came from Central's preservice teachers, education faculty, teacher education graduates, employers of Central-educated teachers, and graduates who completed MSE and EdS degrees in education. Results revealed that 58 percent of Central's previous year's graduating class secured full-time teaching positions within Missouri. Central teacher education graduates, first- year and second-year only, were employed in 181 of Missouri's 525 districts. Most student teachers were white, female, full-time students. They rated non-Western philosophies and cultures as their weakest academic area. The average salary for Central graduates was $23,177. Most of the first and second year teachers planned on teaching 5 or more years from now. Teachers' top area of dissatisfaction in their current positions were level of support from parents and community, salary/fringe benefits, and opportunities for professional advancement. Teachers had limited professional production in the area of scholarship/research and reported limited classroom use of technology. Most employers felt that Central- trained teachers were strongly prepared for their current positions. The TEAC surveys are appended. (SM) ED418063