Teachers and Technology (2001)

Page Contents

A      B      BB      C      CC      D      E      F      G      H      I      J      K      L      M      MM      N      O      P      Q      R      S      SS      T      U      V      W      Y      Z

A

_____. (1996). Actuarial Valuation. 59p. This report presents the results of the actuarial valuation of assets and liabilities as well as funding requirements for the Teachers Retirement System of Louisiana as of June 30, 1996. Data reported include current funding, actuarial assets and valuation assets. These include the Louisiana State University Agriculture and Extension Service Fund, the Texaco Settlement Fund, and the Experience Account Fund. The rate of return for investments is reported as ranging from 9.9 percent (1992) to 16.28 (1996) with a 5-year average of 10.54 percent. Demographic analysis shows that the system continues to show properties of an aging population that is indicative of the problem the state faces in its ability to attract and retain graduates to the profession. Additionally, the cost of allowing retirees to return to work, even with partial offsets, is higher than the cost to fund an additional year s accrual as an active participant. Further, the issue of 20-year retirement eligibility for newly hired teachers requires legislative resolution. The Retirement Board is prohibited from granting cost of living raises unless the system meets its funding target. For the plan year ending June 30, 1996 the target has not been met and, therefore, the Board cannot grant cost of living increases. Extensive data tables and exhibits provide supporting detail. (JLS) ED409296

_____. (1996). Adult Learning and Technology in OECD Countries. Proceedings of a Round Table (Philadelphia, Pennsylvania, February 14-16, 1996). 358pp. For a related document, see CE 074 228. This book, which is based on the papers presented by the various countries attending an international conference on technology and adult learning, contains 16 papers examining the use of technology in adult learning programs in the context of major institutional and economic change. The following papers are included: "A View from Philadelphia: Fifty Years On" (Stephen McNair) with a French version, "Philadelphie: en avance de 50 ans"; "AustraliaLearning Technologies in the Tourist Industry" (Ralph Leonard); "CanadaTechnology in Adult Second Language Training" (Bernart Hart, Katherine Peart); "DenmarkThe Country of the Classroom" (Lilla Voss); "FranceTele-langues Distance Learning for Language Teachers: A Distance-Training Programme for Language Teachers Using Authentic Audio-visual Materials"; "GermanyMultimedia Systems in Corporate Training" (Peter Schenkel); "ItalyAn 'Inform-active' Learning Environment" (Graziella Tonfoni); "JapanTechnology and Higher Education" (Akemi Kawafuchi); "KoreaMultimedia in Company Training" (Beyong-Gil Sohn, Young-Sun Yang); "NetherlandsNetworks and Materials" (P. A. Kirschner et al.); "New Zealand Technology and Deregulation" (Tom Prebble); "NorwayAn Electronic College" (Morten Flate Paulsen, Torstein Rekkedal); "SpainEducation in Rural Communities" (Elena Veiguela Martinez, Carlos San Jose Villacorta); "Switzerland Learning Technologies in Companies" (Alan McCluske); and "United Kingdom Technology for Adult Learning" (Eddie Brittain). (MN) ED408443

_____. (1997). A Guide to Special Demonstration and Teacher Education Projects: Special Answers for Special Needs. 164p. This document profiles 285 adult education and literacy resources that were developed with funding provided under Section 353 of the Adult Education Act. The resources are grouped according to the following categories: adult education program management; adults with disabilities, competency-based adult education; corrections education; English as a second language; evaluation/assessment; family literacy; general educational development; life skills; literacy; older persons; staff development; teacher education; teaching writing; technology/computer-assisted instruction; volunteers in adult education; and workplace literacy/work force literacy. A wide variety of publication types are profiled, including the following: workbooks; teacher guides; administrator guides; project reports; curriculum guides; project reports; annotated bibliographies; supplementary reading materials; and resource guides for practitioners and parents. Each entry contains some or all of the following: description mentioning the resource's publication type, purpose/intended audience, major components, special features, and ratings from instructors and/or learners; source; and price. Appended are Division of Adult Education and Literacy and ERIC order forms. (MN) ED405465

Abdal-Haqq, I. (1998). Professional Development Schools: Weighing the Evidence. 99p. This book examines U.S. progress in revitalizing teacher education and reforming K-12 education via Professional Development Schools (PDS's). The book discusses whether PDS's are: improving K-12 curriculum and instruction through faculty development; making substantive, positive differences in students' learning levels; addressing the needs of marginalized or vulnerable learners; merging with other reform initiatives; and meeting time and financing challenges. Data come from mainstream and fugitive sources, including student interviews and followup studies with teacher education graduates; surveys with preservice teachers on attitudes, beliefs, and self-efficacy; and reviews in student journals. Chapter 1 examines features and practices characterizing initial teacher preparation and professional development for teachers in PDS's, considering the impact of teacher development on participants. Chapter 2 examines activities, characteristics, and outcomes of PDS programming that target student achievement, discussing inquiry in PDS's and inquiry about PDS effectiveness. After summarizing major concepts that define teaching and learning in PDS's, the chapter describes programs that attempt to implement practices reflecting these concepts and themes. Chapter 3 examines problems of time and financing in PDS's, exploring additional fiscal and human resources necessary to start up and sustain them. Chapter 4 summarizes the benefits of parent involvement, integrated services, and technology infusion, examining the extent to which PDS programming incorporates them. Chapter 5 describes the extent to which equity of diversity-related programming and practices in PDS's reflects unequal power relationships between and within schools and universities and between historically dominated groups and schools, universities, and society. (Contains 149 references.) (SM) ED415226

Abkemeier, M. K. (1997). An On-line Microcomputer Course for Pre-service Teachers. 6pp. In: Association of Small Computer Users in Education (ASCUE) Summer Conference. Proceedings (30th, North Myrtle Beach, SC, June 7-12, 1997); see IR 018 473. This paper describes "Microcomputer Applications for Educators," a course at Fontbonne College for pre-service teachers which introduces the educational applications of the computer and related technologies. The course introduces students to the Macintosh computer, its operating system, Claris Works 4.0, and various other educational and personal software packages, and provides students with the knowledge and skills of how to use the Internet as a teaching and research tool. Each week, students investigate two topics on the Web, one on general educational technology, and the other dealing with multiculturalism and/or diversity. Students provide an Internet address, summary of the site, and a rating on content, organization, and aesthetics for each topic they research. The class web page contains Internet addresses related to each of the Internet topics for students to look at for more information. The multicultural/diversity sites and their descriptions are listed on the college's web page, and information is sent to principals in the area telling them about the list. Student evaluation in the class is also discussed. (SWC) ED410912

Abramovich, S. (1995). Bridging Manipulative-Exploratory Play and the Development of Mathematical Concepts in a Technology-Rich Environment. 8pp. Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177. The paper shows that the study of mathematics can be organized as a complex learning enterprise integrating manipulative-exploratory play into a newer software tool environmenta dynamic geometry, a spreadsheet, and a relation grapher. The discussion reflects work done in a lab setting with preservice and inservice teachers enrolled in contemporary general mathematics and problem- solving courses. The psychological aspects of learning mathematical concepts through integrating computer activities and some possible implications of the approach for mathematics teacher education are highlighted from a Vygotskian perspective. (Author/MKR) ED389542

Alagbe, A. F., & Lemlech, J. K. (1998). Middle School Teachers' Use of On-Line Communications. 26pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). This study examined the patterns of use, effects on roles and relationships, problems and preparations needs posed by the use of the Internet in middle school classrooms. Two technology-rich inner city middle schools in the Greater Los Angeles area were selected as pools from which to select teacher participants. Data collection was designed to gather information on teachers' preplanning processes, the actual instructional processes, and teachers' and students' reflections about instruction. Teacher responses to the following questions are provided: (1) "In what ways do teachers use online communications in the classroom?"; (2) "In what subject fields do teachers use online communications?"; (3) "What purpose(s) does the new technology serve in the curriculum?"; (4) "What problems do teachers and students encounter when using online communications?"; (5) "How does the use of the new technology affect the learning environment?"; (6) "How does the use of the new technology affect roles and relationships in the learning environment?"; (7) "What are the perceptions of teachers and students regarding impact and value of this technology?"; and (8) "What preparation is needed by teachers and students to use the new technology?" Results and implications are discussed in terms of philosophic and sociological, management, and curriculum and instructional issues. (AEF) ED419514

Albaugh, P. R. (1997). The Role of Skepticism in Preparing Teachers for the Use of Technology. 7pp. Paper presented at "Education for Community": A Town and Gown Panel Discussion (Westerville, OH, January 26, 1997). The complexity of technology training for teachers can be partially explained in terms of three phenomena: the historical resistance of teachers to use media, the nature of teaching itself, and the life cycle of technological innovations. Factors that influence teachers' use of technology include: accessibility of hardware and software, administrative expectations and support for the implementation, and adaptability of classroom and work settings. As practical professionals, teachers are often suspicious of new claims and the implementation of new ideas without proof of effectiveness. Teachers tend to adopt a new technology when that technology helps them do what they are currently doing better; thus, they be seen as reinforcing the status quo. In addition to a cautious attitude engendered by teaching and the historical and cultural resistance to change, the influx of computer games and the perception of video and film as entertainment illustrate how computer technology can be suspect as a legitimate educational tool. Suggestions for teacher technology training include: provide teachers with numerous opportunities for training and practice; provide administrative support for training and for trying new approaches with technology; acknowledge the professional concerns of teachers and their need for practicality while encouraging risk-taking; and provide post-training follow-up. (ND) ED406339

Aloff, S. (July 1999). Two Modes of Mathematics Instruction. In: Issues of Education at Community Colleges: Essays by Fellows in the Mid- Career Fellowship Program at Princeton University, 1998-1999; see JC 000 068. There is a popular view that arithmetic is only a collection of dull algorithms containing no interesting ideas. However, if one goes a little below the surface, it will become apparent that there are many fascinating ideas waiting to be discovered. The paper tries to show that mathematical ideas can be recognized and understood without the use of "high tech," graphing calculators. Calculators are fast and accurate, and when properly used they allow students to bypass tedious arithmetic and get to the important concepts in a problem. However, educators must be careful not to let the new technology become the driving force in the curriculum. The focus must always be on conceptual mathematical understanding. This paper presents some key "mini-lessons" from arithmetic, algebra, and geometry that will illustrate that elementary mathematics rests on a set of key ideas that are best illustrated using simple calculations. Lesson 1 explores fractions and factor trees. Lesson 2 teaches repeating decimals. Lesson 3 looks at infinite sums. Lesson 4 discusses Gauss's early discovery in finding the sum of the first 100 integers. Lesson 5 explores solutions to the mixture problem, or what students dreadword problems. Lesson 6 explores Pythagorean triples. (VWC) ED437109

American Association of School Librarians., & Association for Educational Communications and Technology. (1998). Information literacy standards for student learning. Chicago: American Library Association. Z711.2 .i49 1998

American Association of School Librarians., Association for Educational Communications and Technology., General Learning Video., & Great Plains National Instructional Television Library. (1998). Information literacy standards for student learning in action [1 videocassette (14 min., 45 sec.) :]. [Chicago]

Amundson, K. J. (1999). Parents: Partners in Education. Parents as Partners Series. For other publications in the Parents as Partners series, see PS 028 145- 148. Even after children enter school, parents continue to be the most important adult influence on their lives. This booklet, directed to parents, contains more than 40 ways that parents can work with their child's school to support their child's learning. The suggestions are organized in several sections: (1) "Parent Involvement: The 3 V's," visibility, volunteering, and voting; (2) "Partners in Your Children's Education"; (3) "More Basic than the Basics," delineating the basic skills parents teach their children, including self-confidence, a willingness to work, discipline, good nutrition, and good health; (4) "The Three R's," suggestions for encouraging reading, writing, and arithmetic skills; (5) "Beyond the Three R's," suggestions for enhancing children's education in the arts, social studies, science, and physical education; (6) "Helping Your Child Make the Most of Homework"; and (7) "Using Technology To Turn on Learning," focusing on television and the Internet. The booklet notes that it is most important of all that parents enjoy their children and let them know every day how special they are. (Contains 23 references.) (KB) ED436294

Armstrong, P., Ed., & Others. (1994). Reflecting on Changing Practices, Contexts and Identities. Proceedings of the Annual Meeting of the Standing Conference on University Teaching and Research in the Education of AdultsSCUTREA (24th, Hull, England, United Kingdom, July 12- 14, 1994). 138p. The following papers are included: "Valuing Change and Changing Values" (Armstrong); "Raybouldism, Russell, and New Reality" (Benn, Fieldhouse); "The Move to Self-Assessment" (Boud); "Hijacking Experience and Delivering Competence" (Bryant); "The Professional Development Model of APEL Assessment of Prior Experiential Learning Some Problems of Assessment and Validity" (Butterworth); "Accreditation: The Strange Death of Liberal Adult Education" (Chase); "Scientific Ideals, Changing Culture, and Continuing Education" (Counihan); "People's Academics for People's Universities?" (Duke); "'Tribes' and 'Tribulations': Narratives and the Multiple Identities of Adult Educators" (Edwards, Usher); "Developing an Open Learning Framework for MPhil/PhD Research Training" (Fenwick); "Changes in Adult and Continuing Education in New Zealand Universities over the Last Decade" (Findsen); "What's in a Word? Education for Adults" (Daggett); "Making the Familiar Strange" (Hampton, Hampton); "Education in the Marketplace: From Education to Production" (Hillier); "The Dance of the Tumbleweed: Reflections on Establishing a Reflective Practice Tutor Group" (Hunt et al.); "Teaching, Learning, and NVQs National Vocational Qualifications " (Hyland); "Research and Practice: A Romantic Relationship?" (Jarvis); "Vision to Viability, Marginal to Mainstream, Freire to Foucault" (Johnston); "Researching ChangeThe FHE Further and Higher Education Act and Research in the Education of Adults" (Jones); "Changing Working-Class Women's Education" (Kilminster); "Identity, the Adult Learner, and Institutional Change" (Lea, West); "Reflective Practice: A Methodology for the Future of Organization Development" (Middling); "The Formation of Academic Identities" (Miller); "Through the Wall: Adult Education, Social Change, and New University Subjects" (O'Rourke, Croft); "Managerialism, Change, and Democratic Accountability" (Patel); "The Rise of Managerialism at the Expense of Academic Creativity and Innovative Development?" (Sisto, Hillier); "The Limitations of Theory" (Standish); "The Changing Role of the Professional in University Continuing Education" (Taylor); "Lost in Texts? The Adult Education Researcher as 'Reader' and 'Writer'" (Usher); "Human Capital in 'Modernising' China" (Wallis); "Suggestions about 'Special' Are Being Called For' (Watson); "Bungy Jumping the Bridge between Potential and Opportunity" (Watt); "What Women Want from Women's Studies in Adult Continuing Education" (Webb); "The Changing Undergraduate Culture" (Withnall); and "SCUTREA's Standing Conference on University Teaching and Research in the Education of Adults Metamorphosis" (Zukas). (YLB) ED377306

Armstrong, P., Ed., & Others. (1997). Crossing Borders, Breaking Boundaries. Research in the Education of Adults. An International Conference. Proceedings of the Annual SCUTREA Conference (27th, London, England, United Kingdom, July 1997). 549p. The following are among the 104 papers included: "Vocational Education and Training Partnerships in Remote Aboriginal Communities" (Arnott, Dembski); "Participation in Adult Education" (Benn); "Learning Organisations" (Bierema); "A Conceptual Framework for Understanding the Institutional Dynamics Involved in a University's Response to an Allegation of Racism" (Bishop); "An Analysis and Critique of Transformation Theory and Adult Learning" (Boucouvalas); "Research in Adult Learning" (Brew); "Reforming Australian Education and Training" (Brown); "Challenging Metrocentrism" (Butler); "Life at the Glass Ceiling" (Caffarella, Clark, Ingram); "Crossing Borders and Breaking Boundaries" (Cavanagh); "Learning as a Non-unitary Self" (Clark); "New Education Policy Directions in South Africa" (Cooper); "Globalisation and a Pedagogy of (Dis)location" (Edwards, Usher); "Learning to Learn" (Ettling, Hayes); "Postgraduate Education and Adult Education" (Ferrier); "The Significance of African-American Language and Learning in an Adult Education Context" (Flowers, Sheared); "Intimate Cultures of Learning" (Fraser, West); "Technologies of Compliance in Training" (Garrick, Solomon); "Learning Trajectories" (Gorard et al.); "The Political/Economic Boundary of Adult and Continuing Education" (Grosjean); "Crossing Borders in Research in Adult Education" (Hake); "The Practice of Guidance in an Employee Development Programme" (Harrison); "Demand and Supply of Adult Education and Training" (Houtkoop); "Beyond Facilitation in Adult Education" (Johnson-Bailey, Cervero); "Epistemology of Groups as Learning Systems" (Kasl, Marsick); "Vocational Education and Really Useful Knowledge" (Kilminster); "Is There a Boundary between Formal and Nonmoral Education?" (Kilpatrick); "Identifying Groups of Learners through the Use of Learning Strategies" (Kolody, Conti, Lockwood); "Understanding Adult Student Learning Using Theories of Academic Literacy" (Lea); "Working Class Culture, Adult Education and Informal Learning" (Livingstone); "Action-Based Research" (Lucas, Davies, Cochrane); "Restructuring Adult Education" (McIntyre); "Afri-centricity" (Mashengele); "Boundaries and Quality" (Millar); "Challenging Boundaries in Adult and Higher Education through Technological Innovation" (Miller, Leung, Kennedy); "Minority Women at the Iron Borders of Academe" (Mojab); "Research Findings on the Effectiveness of Guided Imagery/Visualisation as a Technique in the Facilitation of Transformative Learning" (Morton); "Workers as Learners and Learners as Workers" (Payne); and "On Formal, Non-formal Lifelong Learning" (Percy). (MN) ED409438

Association for Educational Communications and Technology ;

Association for Educational Communications and Technology. Teacher Education Committee., Association for Educational Communications and Technology. Professional Education of Media Specialists Committee., & American Association of Colleges for Teacher Education. Evaluative Criteria Study Committee. (1971). Basic guidelines for media and technology in teacher education. Washington,: Association for Educational Communications and Technology. Lb1731 .a78

author., N. s. (1997). The Canadian Experience in the Teaching of Official Languages. Proceedings of the Symposium on the Canadian Experience in the Teaching of Official Languages (Ottawa, Ontario, Canada, 22-23, 1996). 1996). Page Length: 182. Symposium panel presentations on teaching official languages (French and English) in Canada include: "Social Stakes of English and French Teaching in Canada Over the Last 25 Years" (Roger Collet, Finlay, Alan Lombard, Paul Ruest); "Evolution of the School-Community-Family Linkages" (Fernand Langlais, Roger Arsenault, Richard Gauthier, France Levasseur-Ouimet, Tom Matthews); "Major Tendencies in Teaching English and French as Second Languages" (Sharon Lapkin, Pierre Calve, Alister Cumming, Roy Lister, John Trim); "Challenges of English and French Teaching in a Minority Situation" (Angeline Martel, Benoit Cabazon, Raymond Daigle, Elaine Freeland, Rejean Lachappelle, Brian Harrison); "Teacher Training on the Eve of the 21st Century" (Rodrigue Landry, Therese Laferriere, Andre Obadia, Stan Shapson, Claudette Tardif, Palmer Acheson); "Special Presentation on the Occasion of the 25th Anniversary of Official Languages in Education" (Stacy Churchill); and "Impacts of Globalization and Technology of Language Learning" (Patsy M. Lightbown, Jim Clark, Jacques Lyrette, Pierre Pelletier, Claude Truchot). A synthesis of the symposium (Jean-Bernard Lafontaine) is also included. (MSE) ED429462

B

Baldwin, B., & Sinclair, A. (1994). The Status of Technology Usage in Southeastern Louisiana and the Impediments to Technology Usage. 12pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Nashville, TN, November 1994). A survey of 131 southeast Louisiana educators revealed a significant discrepancy between educators' familiarity with technology and media, and the accessibility of such technology. A questionnaire asked subjects (73% female, and 27% male) to respond to a variety of items indicating familiarity with and accessibility to technology. In addition, respondents were asked to describe major impediments to technology usage, and to indicate what types of assistance would be most helpful in promoting technology use. Overall, respondents consistently reported that their level of technology knowledge exceeded the availability of the technology. For example, although 80% of the subjects reported being somewhat or very familiar with CD-ROM technology, only 51% reported having that type of technology available in their schools. Educators reported that the most serious impediment to technology usage was the lack of hardware (approximately 80%), followed by lack of training and lack of software (approximately 78% each). Respondents also reported that in-service workshops, conferences, and district technology consultants were helpful means of gaining technological knowledge. Three tables illustrate data. (Contains six references.) (Author/MAS) ED386159

Barajas, M., Chrysos, A., Bosco, A., Fonollosa, M., Alvarez, I., & Sancho, J. M. (1998 Length: 7 Page(s); 1 Microfiche). Virtual Classrooms in Traditional Universities: Changing Teaching Cultures through Telematics. 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 describes two experiences in which traditional face-to-face and World Wide Web-based teaching methods were combined at the University of Barcelona (Spain) as part of a regular course in Environmental Education for student teachers. The first experience took place within the university when a Web-based module was delivered to a group of students attending the regular course at the same time. The second experience was carried out in collaboration with the University of Barcelona, the University of Bangor-Wales, the University of Illes Balears (Spain), and Nottingham Trent State University (England). Thirty-five lecturers and pre-service teachers took place in an online debate about the role of teachers in environmental education. In both cases the students were assessed. Topics discussed in the paper include: (1) background on the REM (Reseau d'Enseignement Multimedia) project, funded by the European Union; (2) the evaluation approach, which included observation of students, face-to-face meetings, personal interviews, recordings of student interactions with the Web-based material, and personal diaries; (3) evaluation of the first experience, including institutional aspects, communication processes, design of the materials and activities, and participants' expectations and attitudes; (4) evaluation of the second experience; and (5) recommendations for the future. (Author/DLS) ED428650

Barker, B. O. (1999). SURWEB: A Visual Literacy Tool Which Promotes Engaged Learning for Teachers and Students. Paper presented at the Annual National Conference on Creating the Quality School (8th, Memphis, TN, March 26-28, 1999). Page Length: 8. This paper discusses the changing role of teachers and students working on the World Wide Web and outlines the following eight characteristics and associated descriptors of the engaged learning model: (1) vision of learning (responsible, strategic, energized, collaborative); (2) tasks (authentic, challenging, multidisciplinary); (3) assessment (performance based, generative, multiple measurements); (4) instructional model (interactive, generative); (5) learning context (collaborative, empathetic); (6) grouping (heterogeneous, flexible, equitable); (7) teacher roles (facilitator, guide, co-learner); and (8) student roles (explorer, apprentice, teacher/mentor, producer). SURWEB (State of Utah Resource Web), an Internet-based multimedia tool and resource database for directly involving both teachers and students in these types of engaged learning activities, is described. SURWEB was initiated in 1995 by a consortium of public and private agencies including Utah's K-12 educational service centers, institutions of higher education, West Ed Regional Education Laboratory, museums, state and national parks, and Native American tribal councils and agencies. Its growing database provides teachers with hundreds of media shows, electronic field trips, and standards-based learning units. Furthermore, the tool enables students and teachers to create and produce multimedia presentations. Web sites for a sampling of student/teacher produced media shows are listed, and guidelines for successful classroom instruction using the Web are provided. (AEF) ED429578

Barker, B. O., & Bills, L. (1999). Engaged Learning Using the Internet: SURWEB as a Student-Focused Learning Tool. Paper presented at the Annual Conference of the National Rural Education Association (91st, Colorado Springs, CO, October 13-17, 1999). Page Length: 8. The engaged learning model centers on information and communications technologies as tools to assist teachers in helping students take responsibility for their own learning, become knowledge explorers, and collaborate with others to find information and to seek answers to problems. This paper defines engaged learning, and outlines the following eight characteristics of engaged learning, along with their associated ED439691

Barker, B. O., & Others. (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

Basu, C. K. (1997). Challenges of Current Social, Economical and Technological Developments and Need for Reforms/Renovations in Training of Teachers in Technical-Vocational Education. A Discussion Paper. 15pp. Paper presented at the UNEVOC/UNESCO International Round Table on Training of Teachers/Trainers in Technical and Vocational Education (Curitiba, Brazil, April 7-10, 1997). Recent social/economic changes and technological developments are demanding reforms/renovations in the training of technical-vocational teachers in Asia- Pacific countries. Among the changes that have necessitated reform of training for technical-vocational teachers in the Asia-Pacific region are the following: population growth and rapid urbanization; poverty and lack of income-generating skills; increasing demand for secondary, technical, and female education; technological change and labor market shift; changing patterns of international trade and liberalization and globalization of the work force; pollution and environmental degradation; and new technologies of training for technical- vocational education and training (TVET). In many Asia-Pacific countries, these changes have necessitated increases in the quantity and quality of TVET teachers and development of a multidimensional approach to training TVET teachers that includes the following: preservice and continuing teacher education through formal and open learning systems; a broader-based, more flexible teacher training curriculum to replace skill-specific training programs; integration of training and education in cooperation with industries/private sectors; lifelong learning; knowledge of using new training technologies; development of multilingual and communication skills; and increased emphasis on teamwork. National, regional, and international agencies must work in partnership to strengthen/upgrade the quality and relevance of TVET teachers in Asia-Pacific countries. (Contains 13 references.) (MN) ED405459

Beacham, B., & Kester, D. D. (1994). Getting Educated Drivers onto the Information Highway: A North Carolina Initiative To Begin the Journey from Country Lanes to the Superhighway. 17p. East Carolina University (North Carolina) and Pitt County Schools (North Carolina) have developed the Model Clinical Teaching Program (MCTP), to introduce preservice, inservice, and methods faculty to the information "superhighway." The project focuses on the what, how, and why of technologies as they relate to classrooms, in the public schools and at the university. The first phase of the technology plan is the use of telecommunications including electronic mentoring and electronic peer coaching, as a technique to enhance the professional growth of preservice and inservice teachers, administrators, and university faculty. The second phase of the technology plan is the use of technology as a tool for investigation and decision making to enhance the intellectual development of elementary students. The plan uses a shared equipment, software, and technical expertise approach to construct easy "access ramps" to the information highway. The plan also uses a shared electronic problem solving staff development approach to provide "road maps" for highway use. For evaluation purposes interns submit reflective journals each week and make opening and closing observations at the beginning and end of the year's program. Each group also completes a Media Proficiency self-evaluation questionnaire at regular intervals. Other data are collected from observations by researchers obtained during group gatherings. Contains 12 references. (JB) ED378173

Beauchamp, D. G., & Others. (1994). Visual Literacy in the Digital Age: Selected Readings from the Annual Conference of the International Visual Literacy Association (25th, Rochester, New York, October 13-17, 1993). 521pp. For individual papers, see IR 055 001-054. For the 1992 proceedings, see ED 363 280. Association (25th, Rochester, New York, October 13-17, 1993); see IR. This document contains selected papers from the 25th annual conference of the International Visual Literacy Association (IVLA). Topics addressed in the papers include the following: visual literacy; graphic information in research and education; evaluation criteria for instructional media; understanding symbols in business presentations; multimedia; image ethics; digital images; visual information strategies; screen design; color preference; deep viewing; mythological symbols; visual thinking skills; digital technologies; identifying visually gifted young children; representation of culture in children's picture books; adult learning; humorous visuals in computer-based instruction; virtual reality tools for learning; the impact of Channel One school newscasts; Civil War photography; technology and the art curriculum; and computer mediated instruction. Also included are bibliographies of IVLA publications from 1983-93. (JLB) ED370602

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)

Bednar, A. K., & Charles, M. T. (March 1999). A Constructivist Approach for Introducing Pre-Service Teachers to Educational Technology: Online and Classroom Education. In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. The goals at Eastern Michigan University (EMU) for preparation of pre- service teacher educators in educational media and technology include the development of pedagogical ability as well as technical knowledge and skills. Pedagogically, EMU faculty adopted the goal of teaching the students to use technology to facilitate a constructivist approach to teaching and learning. Classroom-based and online courses in which students are immersed in educational media and technology have been developed. This paper provides accounts of the authors' experiences in the implementation of these constructivist learning environments. (Author/MES) ED432306

Bianco-Mathis, V., & Chalofsky, N. (1999). The full-time faculty handbook. Thousand Oaks: Sage Publications. Lb1778.2 .f85 1999

Black, J. B., & Others. (1994). Assessing Student Understanding and Learning in Constructivist Study Environments. 10pp. In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784. Teachers College of Columbia University (New York) and the Dalton School, an independent school in New York City, have collaborated on the Dalton Technology Project and its "Archaeotype" program which presents students with a graphic simulation of an archeological site. Students simulate digging up the artifacts, use reference sources to learn about the history, and apply their knowledge in the simulation. Comparing the ability of "Archaeotype" students to investigate and make conclusions with that of students who did not use the "Archaeotype" program serves as a test of learning and understanding from the simulation. Subjects were 20 sixth graders, who were compared with 20 from another independent school. Students used a simulation unfamiliar to both groups. Results show an impressive ability on the part of "Archaeotype" students to create explanations of observations and argue for the validity of those explanations using a mixture of their own ideas and terms and the technical terminology and concepts in the simulation. "Archaeotype" students did not excel in data representation, an area in which the simulation might be strengthened. One table presents analysis results. (Contains 8 references.) (SLD) ED373702

Borden, D. L., & Harvey, K. (1998). The Electronic grapevine : rumor, reputation, and reporting in the new on-line environment. Mahwah, N.J.: L. Erlbaum Associates. Pn4784.e5 e44 1998

Bosworth, K., & Hamilton, S. J. (1994). Collaborative learning : underlying processes and effective techniques. San Francisco, Calif.: Jossey-Bass. Lb1032

Brandt, R. S., & Association for Supervision and Curriculum Development. (2000). Education in a new era. Alexandria, Va.: Association for Supervision and Curriculum Development. Lb2804

Braswell, R. (1998). The Use of Telecommunications by Preservice Teachers and Their University Supervisors. 6pp. Paper presented at the Annual Meeting of American Educational Research Association (San Diego, CA, April 13-17, 1998). This study discusses the capabilities of preservice teachers to engage in a daily dialog with other preservice teachers as well as university supervisors, which has been shown to be an effective means to enhance the student teaching experience. In this study, students who utilized technology daily for communication with one another and with their university supervisors were compared to those who did not utilize the technology during their preservice teaching experience. In addition, the study looked at the effects that the use of technology in interacting with the preservice teacher had on the university supervisor. The paper reports on an examination of the use of electronic mail and listservs by preservice teachers and their university supervisors during a 10-week preservice teaching experience. The study was designed to: (1) evaluate the use of electronic mail and listservs by preservice teachers during their preservice teaching experience; (2) evaluate the use of electronic mail by university supervisors with their students during the preservice teaching experience; (3) evaluate the student-to-student use of electronic mail and listservs by preservice teachers during their student teaching experience; (4) develop guidelines for the feasibility of the use of electronic mail by all preservice teachers during their preservice teaching experience. (AEF) ED419531

Bromley, H., & Apple, M. W. (1998). Education, technology, power : educational computing as a social practice. Albany: State University of New York Press. Lb1028.43 .f372 1998

Bruce, B. C., Peyton, J. K., & Batson, T. W. (1993). Network-based classrooms : promises and realities. Cambridge [England] ; New York, NY: Cambridge University Press. Lb1576.7 .b79 1993

Buhendwa, F. M. (1996). Preservice Teachers' Computer Literacy: Validation of an Instrument To Measure Self-efficacy for Computer-based Technologies. 67p. Instruments used in a study by M. B. Kinzie and M. A. Delacourt (1991), the Attitude towards Computer Technologies (ACT) and the Self-efficacy for Computer Technologies (SCT), assess preservice teachers' perceived usefulness of and comfort level with specific computer technologies. This study uses a population confirmed to be similar to that used by Kinzie and Delacourt and a similar two- pronged approach to study the evaluation of teacher education programs that are implementing specific computer literacy content. Data were obtained from students across courses and over three semesters in a representative teacher education program in a small private liberal arts college. In all, 58 students were assessed using a single computerized instrument, the Computer Confidence/Self- efficacy Scale that combines features of both previous instruments. Data reveal that the Computer Confidence/Self-efficacy Scale is a highly reliable instrument for measuring the levels of confidence of preservice teachers under the conditions of a teacher education program. The instrument must be interpreted under the assumptions of a construct of computer confidence that consists of general computer confidence and efficacy and specific computer competence and efficacy as identified in the course focus. Appendixes present the scale itself, significant group differences by selected group variables, and bar graphs of the mean scores for specific categories. (Contains 14 tables, 5 appendix tables, 6 appendix figures, and 25 references.) (SLD) ED404355

Bundy, L. S., Topp, N. W., & Grandgenett, N. F. (1997). The Connections Project. Evaluation Progress Report No. 1. For the second year's report, see SP 038 419. Page Length: 99. This evaluation progress report for the budget period October 1 1996-September 30, 1997 describes the Connections Project within the Seward, Nebraska, public schools. The project provided four major activities to help Nebraska middle and high school teachers, mentors, and community members enhance student learning through integrated curricula supported by technology. The activities included professional development for teachers to support their use of integrated curriculum and technology, curriculum development activities, community connections programs, and statewide and national dissemination of 400 project curriculum models and resources through a website and CD-ROM. The project was intended to increase the capacity of educators to teach effectively through integrated curriculum reflecting Nebraska frameworks, the creation of a cadre of 600 teachers able to help colleagues in effective use of curriculum integration and technology, improved achievement by high risk students, and creation of a national and statewide learning community of middle and secondary school teachers. Attached to the report (and comprising the bulk of the report) are copies of project planning, funding, implementation, and evaluation materials. (SM) ED429930

Burge, E. J. (1994). Electronic Highway or Weaving Loom? Thinking about Conferencing Technologies for Learning. 23p. Information highways are high speed data networks used to transport information and link people together. As more limitations of and problems with the information highway ("potholes") become apparent, the highway metaphor have to be revisited, and the information highway must be examined with a critical eye. Distance educators confront much fast-paced activity and hype in the use of conferencing technologies (CTs) and have to choose among them. Technologies such as audio, audio graphic, video, and computer conferencing are explored with respect to concepts, new knowledge, and guides to decision-making. Four key areas are selected for metaphorical and analytical thinking about CTs: (1) mass media and its biased presentation of information and its inflexibility of use; (2) constructivist learning theory and its focus on creativity, multiplicity, and growth, and learners' use of CTs; (3) adult characteristics and how they help or hinder learning; and (4) gender issues, especially the existing learning skills and preferences of women. Educators appear to be using the technologies to carry out much the same activities as within traditional classrooms, but with more efficiency. In exploring new CTs and their use, the challenge is to develop collaborative styles of learning and to change teaching functions without reducing academic rigor and the teacher's sense of importance. Educators must ask the why and when questions of CT use to determine appropriateness before asking how. Contains 58 references. (MAS) ED377814

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Bell, L. C. (1997). A Longitudinal Measure of the Perceptual Impact of a Cultural Diversity Teaching Practicum on the Interpersonal Competency of Student Teachers. 18pp. Paper presented at the Annual Meeting of the American Vocational Association (Las Vegas, NV, December 1997). A study evaluated the longitudinal effect of a planned in-school practicum experience addressing cultural diversity on the self-perception of student teachers regarding their interpersonal competence in such situations. Subjects were 18 student teachers of agricultural education and 6 student teachers of family and consumer science enrolled in the University of Nebraska's College of Agricultural Sciences and Natural Resources and College of Human Resources and Family Sciences, respectively. Evaluation was accomplished through the administration of a multicultural attitudinal inventory to all subjects prior to, immediately after, and at least 1 year after the experience. Subscale evaluation included the areas of teaching skills, knowledge of cultural diversity, teacher-student relationships, and cultural awareness. Perceptual change of interpersonal competency occurred within subjects in all subscale areas measured. The area of greatest gain was teacher-student relationships. The area of least gain and most regression over time was cultural awareness. (Contains 13 references) (Author/YLB) ED423404

Bentley, C. L. (1994). Are Preservice Teachers Acquiring Skills in Educational Technology, How and Where? Results of a National Survey. 25pp. Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 13-15, 1994). A survey was undertaken to acquire information about the preservice training of teachers in technology. The survey considered general information and student characteristics, learning about hardware and software, the dissemination of educational technology, and information about telecommunications technology. Thirty-two surveys were completed by directors of curriculum materials centers in schools of education, a response rate of 64%. While some type of preservice training in the use of educational software was provided at 27 schools, only 16 schools indicated that this training was provided in a required course. The largest collections of software for the use of preservice teachers concentrate on drill and practice programs, followed by problem solving, programming, word processing, staff development, and simulations and game programs. Survey findings suggest that the technological training received by preservice teachers is inconsistent and not focused, and that training in telecommunications is at minimum levels in many institutions. Four tables summarize findings. (Contains 22 references.) (SLD) ED381585

Bird, B. (1998). Application of FrontPage 98 to the Development of Web Sites for the Science Division and the Center for the Advancement of Learning and Teaching (CALT) at Anne Arundel Community College. 7pp. In: Association of Small Computer Users in Education: Proceedings of the ASCUE Summer Conference (31st, North Myrtle Beach, SC, June 7-11, 1998); see IR 019 201. This paper discusses the development of two World Wide Web sites at Anne Arundel Community College (Maryland). The criteria for the selection of hardware and software for Web site development that led to the decision to use Microsoft FrontPage 98 are described along with its major components and features. The discussion of the Science Division Web site addresses efforts at acquainting science faculty with the capabilities of FrontPage 98, training and support to assist faculty in preparing personal Web pages, and providing workshops for faculty developing Web-based courses. The Center for the Advancement of Learning and Teaching (CALT) Web site, developed as a teaching and learning resource for the college community, is discussed; highlights include CALT links to other Web resources and inclusion on the site of examples of what can be done with various hardware and software tools. Several suggestions for helping faculty make the journey from anxiety to enjoyment/comfort in the use of technology are offered. Several Web sites related to FrontPage 98 and faculty development are listed. (AEF) ED425714 You be able to order this document from the ERIC Document Reproduction Service.

Black, E. D. (1998 Length: 30 Page(s); 1 Microfiche). Staff Development Baseline Needs Assessment. Analysis of a Statewide Survey of Directors and Full-Time Instructors. A survey was conducted to determine the technical curriculum needs of adult basic education (ABE) directors and full-time instructors employed through the Georgia Department of Technical and Adult Education's Office of Adult Literacy. Data were gathered through a 93-item survey that was developed and administered to all the 37 directors at a conference in February 1998 and by mail to 159 instructors, with 117 instructors (73 percent) responding. Results of the data analysis yielded implications for staff development planning for computer technology integration in adult basic education. Findings were as follows: (1) 94 percent of the ABE professionals had access to computer technology; (2) these educators want to know the advantages of computer-facilitated training; (3) they face time constraints as barriers to use of computer technology and do not want to work with complex computer applications; (4) they want curriculum compatible with their values and experiences as adult educators; (5) they need time to experiment with computer applications; (6) they want to see how other adult educators use computer technology; and (7) ABE professionals need technical support. (The survey instrument is included.) (KC) ED428176

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Caggiano, M. E., & Others. (1995). A Pilot Study of an Electronic Community of Interdisciplinary Secondary Science Teachers. 29pp. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (San Francisco, CA, April 22-25, 1995). The focus of this study was to understand and describe the nature of a professional community of interdisciplinary science teachers linked together through a telecommunications network. Thirty two high school science teachers participated in a 2 week summer institute. Patterns of teacher participation and changes within this community were detected from the frequency and use of electronic mail, bulletin boards, conferencing, and software sharing. The high school science teachers from this study spent a minimum of 2 hours per week becoming acquainted with a commercial telecommunications system for one month prior to a summer institute and continued to interact with one another during their school year following the summer program. Interactions on-line were coordinated, collected, and supported by the community's facilitator. Pre- workshop electronic activities included tasks to assist teacher familiarity with the network, public bulletin board sections for socializing, sharing resources, and obtaining information about the workshop. Post-workshop interactions have been initiated by the teachers and coordinated by the facilitator and other workshop staff to include professional support for: resources for classroom maintenance, new classroom strategies, and opportunities for sharing teacher resources. These preliminary results indicate a strong potential for developing a collaborative community of professional practitioners. Contains 48 references. (Author) ED382473

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

Carlson, R. D., & Gooden, J. S. (March 1999). Mentoring Pre-Service Teachers for Technology Skills Acquisition. In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. There is a great need for increased competency at technology integration by public school teachers. Among the best ways to encourage assimilation of those skills by pre-service teachers is to model the effective use of technology in both college and clinical classrooms. Pre-service teachers (n=410) were surveyed to determine to what degree their professors and supervising teachers were modeling the use of technology. Questions investigated their perceptions of: utilization of 12 different technologies, i.e., word processing, spreadsheet, database, desktop publishing, electronic presentations, the World Wide Web, e-mail, Galileo (a state-wide database), videodisc, satellite television, a statewide two- way distance learning technology, and Channel 1; and modeling of technology skills by undergraduate teacher program instructors in the areas of core classes, professional education classes, and specialized content for teaching classes. The only technology that was used consistently was word processing. This confirms previous research which showed that word processing is the only classroom technology that educators are comfortable using. Differences among the various major professors' modeling of technology skills were also found. Recommendations are provided for technology modeling and ongoing staff development. (Contains five tables.) (Author/AEF) ED432280

Castellani, J. (March 1999). Teaching and Learning with the Internet: Issues for Training Special Education Teachers. 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 paper is a report on the findings of a study conducted in a graduate level course for teaching and learning with the Internet for high school teachers working with students having severe learning and emotional disabilities. Qualitative interview data were used to explore issues throughout the course as teachers used information in their classrooms. The results indicate that ongoing inservice education needs to be specific to identified classroom needs. Teachers integrating technology into the special education classroom face an extremely diverse student body. There should be ongoing development for teachers as they work through teaching and learning with the Internet in their classrooms. Results also indicate that it is important to realize how special education teachers can use the tool in their classrooms, and to understand why they use the Internet and what it accomplishes for their own personal teaching and learning needs. (Author/MES) ED432303

Clagett, C. A., Ed. (1995). The MAHE Journal, 1995. 62pp. Published annually. This annual serial issue contains seven articles on technology and higher education at institutions in Maryland. "A Faculty Development Model for the Virtual Campus" (Diane E. Davies) describes a seminar that helps instructors at the University of Maryland University College adapt to on-line teaching and learning. "The Maryland Instructional Framework: A Project for All Reasons" (Ronald L. Dietz) describes a project that uses computer technology to help elementary and secondary school teachers. "Designing a Hypertext Knowledgebase for Maximum Use" (James H. Rawson) recounts some of the design decisions in using Hyptertext as a teaching tool. "Project ICONS (International Communication and Negotiation Simulation) International Negotiation Seminars Project: Teaching with Technology" (Brigid Starkey and Jonathan Wilkenfeld) describes the program that won a 1994 Distinguished Program award. Both "The Circuitous Dilemma: The Role of the State, of Business, of the Consumer, and of Higher Education in Twenty-First Century Economic Development" (Robert F. Wiedefeld) and "Community Colleges and Workforce Training: Past Performance and Future Direction" (Craig A. Clagett and Andrew L. Meyer) both look at higher education and economic development in Maryland. The last article is "A Survey of Practices Relating to Faculty Handbooks at Maryland Postsecondary Educational Institutions" (Margaret C. Ryan). Most articles contain references. (JB) ED394365

Clark, G. (1984). Computers & young minds : educating children for life : for parents and teachers. Chatsworth, CA: Datamost. Lb1028.43

Clark, S. E., & Denton, J. J. (1998). Integrating Technology in the School Environment: Through the Principal's Lens. 14p. School administrators and teachers are increasingly relying on sophisticated technology systems to provide support and service in completing their daily tasks in schools. A myriad of tasks associated with operating a school has been affected dramatically over the past few years as computer and telecommunications technologies have been integrated into the school's instructional and administrative functions. The needs of professional educators are substantial for just-in-time staff development on managing and using telecommunications-based technology. This paper presents a technology integration model that has been used to successfully integrate technology in the Jones Intermediate School (Texas). The school serves 490 fifth and sixth grade youngsters. The model is based on selected performance domainsstaff development, implementation, and organizational oversightof the principalship. Key elements of the Technology Integration Model include: employing a site technology coordinator, establishing a technology cadre, establishing a technology core decision group, and the benchmarking process. Taken together, the model components have supported technology integration at this school across several years. In order for this school's success with technology integration to occur elsewhere, committed faculty and a committed principal are essential. (Author/SWC) ED417696

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

Collette, P., Compp. Others. (1995). Annual Adult Education Research Conference Proceedings (36th, Edmonton, Alberta, Canada, 19-21, 1995). 375p. These proceedings contain 54 papers and an abstract of a panel discussion on women's issues in adult education that were presented at a conference on adult education research. The following are among the papers included: "Reducing Dropout in Distance Education" (Belawati); "Examination of the Validity of the Education Participation Scale (EPS) and Adult Attitudes toward Continuing Education Scale (AACES)" (Blunt, Yang); "Imaginary Institution of Adult Education" (Briton); "Myth of Self-directed Work Teams and the Ineffectiveness of Team Effectiveness Training" (Brooks); "Participatory Literacy Practices" (Campbell); "Seeing Is Believing" (Carriere); "Remapping Adult Education" (Collard); "Examining the Case for Class Analysis in Adult Education Research" (Collins, Collard); "Use of Learning Strategies" (Conti, Kolody); "U.S. Educational Policy and Adult Education" (Cunningham); "Identification, Assessment and Implications of an Organization's Learning System for the Practice of Adult Education in Organizational Settings" (Davis, Ziegler); "Perceptions of Adult Literacy Policy and Practice" (Dilworth); "Use of Reflection-in-Action by Adult Educators" (Ferry); "Adult Women's Learning in Higher Education" (Flannery, Hayes); "Intuition in Adult Education" (Garrison); "Pictures, Perspectives, Profiles" (Grace, Plumb); "Toward a Level Playing Field" (Hansman-Ferguson, Garofolo); "Recent Strategic Planning Decisions by the University of Alberta and Their Implications for Its Faculty of Extension" (Haughey); "Media, Technology, and Literacy in Immigrant and Multicultural Contexts" (Hemphill, Ianiro, Raffa); "Fugitive and Codified Knowledge" (Hill); "Britain's Forgotten Minister of Adult Education" (Holford); "Do Universities Support Multiple Role Women Students?" (Home); "A New Model of SLA (Second Language Acquisition) and Its Implications in Teaching ESL (English as a Second Language) to Adult Learners" (Hu); "Collegiate Involvement from an Adult Undergraduate Perspective" (Kasworm); "Power and Planning in Environmental Education" (McDonald et al.); "Social Definitional Approach to the Crisis of Literacy" (Melichar); "Effects of Institutional Context on Critical Thinking in the Workplace" (Mishoe); "Community-Based Organizations and Mainstream Educational Change" (Podeschi); "Racial Formation in the Reporting of Canadian Immigration" (Schick); and "Significance of Including the Lived Experiences of African Americans in Adult Basic Education Curriculum and Planning" (Sheared). Many papers include substantial bibliographies. (MN) ED385781

Comeaux, P., Huber, R., Kasprzak, J., & Nixon, M. A. (1998 Length: 6 Page(s); 1 Microfiche). Collaborative Learning in Web-Based Instruction. In: WebNet 98 World Conference of the WWW, Internet, and Intranet Proceedings (3rd, Orlando, FL, November 7-12, 1998); see IR 019 231. Scholars and proponents of computer-supported learning advocate the use of collaborative learning as an important component of Internet courses. Advocates claim that computer-supported collaborative learning (CSCL) is an instructional strategy that can help instructors avoid the pitfalls of Internet correspondence courses that rely on information acquisition and regurgitation of rote answers that reflect low level learning. As educators transition their course from traditional to Internet learning, a paramount concern is maintaining the essentials of a collaborative learning environment. Following a brief theoretical background of collaborative learning as an instructional strategy, four panelists describe the use of collaborative learning in three different educational contexts: (1) an environmental education program for middle school science teachers in North Carolina; (2) a graduate project management course for individuals working full time in organizations throughout the United States; and (3) a graduate course in applications of information technology for military personnel throughout the world. (Author/AEF) ED427693

Cooley, M. E., Turner, R. M., & United States. Agency for International Development. Office of Science and Technology. (1982). Application of Landsat products in range- and water-management problems, in the Sahelian Zone of Mali, Upper Volta, and Niger : prepared on behalf of the Office of Science and Technology, Agency for International Development, U.S. Department of State by M. E. Cooley and R. M. Turner. Washington: U.S. Govt. Print. Off. Qe75.p9

Cooper, R. (1999). Statewide Staff Development Project: Adults with Learning Differences. Final Report, 1998-1999. For the 1997-1998 Final Report, see ED 427 230. Page Length: 29. A staff development program was conducted to provide adult educators in Pennsylvania with information about adults with learning differences and information about using alternative instructional tools and techniques to instruct such adults. The following four training sessions were developed: (1) Teaching GED (General Educational Development) Math and Science to Adults with Learning Differences; (2) Teaching GED English and Social Studies to Adults with Learning Differences; (3) Helping Parents Work with Children Who Learn Differently; and (4) Using Mnemonics to Teach Adults with Learning Differences. A total of 63 staff development sessions were conducted in Pennsylvania's six regional professional development centers. More than 200 adult educators received staff development services for the first time, and advanced training was provided to more than 350 adult educators. Staff development services were provided through training sessions, video recordings, printed materials, classroom demonstrations and observations, a toll-free phone line, a newsletter, faxes, e-mail, and a Web site. In addition, a manual titled "Cooper Screening of Information Processing" (on the use of a learning problems diagnostic tool) was prepared and distributed to project participants. The project was determined to have helped improve adult education services in Pennsylvania and continued operating during 1999-2000. (Appended are a list of training dates and locations and a sample newsletter.) (MN) ED438483

Cornwell, S., Ed., Rule, P., Ed., & Sugino, T., Ed. (1997). On JALT96: Crossing Borders. Proceedings of the Annual JALT International Conference on Language Teaching and Learning (23rd, Hiroshima, Japan, November 1996). 261pp. Forty-eight papers are grouped into seven section. The seven sections have been separately analyzed, see FL 024 838-844. Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topics: teacher development and socialization; teachers' responses to questions about instruction; characteristics of a good language lesson; teaching students to understand instruction; students' reasons for poor English skills; cross-cultural aspects of the teacher's role; and an instructional materials development workshop. The third section, on classroom techniques and issues, addresses these topics: postsecondary level cooperative learning in Japan; shared inquiry for fostering critical thinking in English-as-a-Second-Language (ESL) instruction; story grammar as a reading and discussion strategy; use of Japanese literature in reading instruction; multimedia second language reading instruction; vocabulary building; Japanese particle usage; beginning writing instruction; discipline- based technical writing; peer writing evaluation; oral communication instruction; dance as an instructional technique; test revision; and continuous assessment using computer-assisted instruction. In section 4, papers on use of technology in the classroom address: use of the Internet; on-line newspapers and magazines; computerized test and materials development; designing materials t accompany videos; and content video in ESL instruction. Papers on cultural issues in section 5 include these topics: multiculturalism in the classroom; comparing cultures through critical thinking; authority and individualism in Japan and the United States; a study trip to France; setting the stage in kindergarten; comparative social studies; folklore in ESL instruction; Model United Nations; global issues; geography instruction; gender issues; and English variation. The final section contains five papers on the Linguapax Program of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Papers are primarily in English, with some Japanese and French included. (MSE) ED412750

Coyne, M. R. (1994). Multifunctional Resource Center for Bilingual EducationUniversity of Wisconsin- Madison. Service Area 6: Iowa, Michigan, Minnesota, North Dakota, South Dakota, Wisconsin. Annual Report, October 1, 1993-September 30, 1994 (Contract Year 2). 244pp. For the report of the first year, see ED 368 159. The report details the activities of the federally-funded Multifunctional Resource Center for Bilingual Education at the University of Wisconsin-Madison, which serves the area of Iowa, Michigan, Minnesota, North Dakota, South Dakota, and Wisconsin. Its mission includes provision of training and technical assistance to educators and parents participating in bilingual education programs or special alternative programs for limited-English-proficient (LEP) students, research and practice development, leadership in educational technology for LEP students, and coordination of services. The report covers the second year of a federal contract, during which time it served 12,660 in 408 training workshops. Most participants were certified teachers; others included teacher aids, non- instructional staff, and parent/community members. Technical assistance was provided on request by telephone and correspondence, and through on-site visits. Research was done as part of other services. Activities in educational technology, the center's specialty, included ongoing synthesis of research, stress on technology within existing services, sharing of information, and involvement with professional organizations in educational technology. Evidence of the impact of the center's services is found in anecdotal accounts and participant response. The report describes activities and accomplishments by state and by function. (MSE) ED375659

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_____. (1996). Centers for Professional Development and Technology (CPDT) State-Wide Evaluation Study. Final Summary Report. 57p. The Texas Centers for Professional Development and Technology (CPDT) study gathered evaluative data about the progress and contribution of the centers toward their goal of systematic change in teacher preparation and student learning during four years of funding (1992-93 through 1995-96). The 21 centers in the sample included 35 universities, 15 educational service centers, and 113 school districts affecting more than 300,000 students, 19,000 teachers, and 12,000 preservice teachers. Major findings of the study included: (1) CPDT graduates hired as first year teachers entered into the school environment more successfully than typical first-year teachers; (2) professional development school mentor teachers reported more input into university course instruction and evaluation of preservice teachers, and more collaboration between university and school district personnel; (3) restructuring of teacher preparation from campus- based to field-based programs promoted collaborative efforts between university and school personnel and resulted in an 184 percent increase in field-based hours for elementary levels and 142 percent increase for secondary levels; and (4) the CPDT centers provided a tremendous amount of inservice and preservice professional development training. Total attendance at more than 6,000 scheduled training sessions was over 120,000 participants, including over 14,000 classroom teachers. Training covered technology, learning strategies, leadership/collaboration, management/discipline, subject matter content, and diversity/inclusion. It is predicted that successful restructuring of teacher preparation will lead to institutionalization of the CPDT collaborative, field- based approach. (ND) ED409287

_____. (1998). Commonwealth of Pennsylvania Adult Education Section 353 Special Demonstration Projects. Project Abstracts for the Fiscal Year 1996-1997. 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

Castleman, J. B. (1995). Decreasing Computer Anxiety and Increasing Computer Usage among Early Childhood Education Majors through a Hands-On Approach in a Nonthreatening Environment. 62pp. Ed.D. Practicum, Nova Southeastern University. This practicum was designed to lessen the computer anxiety of early childhood education majors enrolled in General Curriculum or General Methods courses, to assist them in learning more about computer applications, and to increase the amount of time spent using computers. Weekly guidelines were given to the students, and a hands-on approach was used in a laboratory setting. Students were encouraged to explore applications beyond the minimal guidelines with the understanding that their grades would not be affected adversely by their computer experiences. The 10 students were allotted a 2-hour block of time each week in the technology lab and were encouraged to use the facilities during regular lab hours. Each student used the various types of computers available. Analysis revealed that all of those enrolled demonstrated basic knowledge about computers and basic operating skills, with a majority indicating an increase in their knowledge of computer applications. All students showed an increase in computer usage and a majority of participants expressed a higher level of confidence in using computers and a reduced level of anxiety, and all indicated that they would use computers more extensively in the future. Three appendixes present a use checklist, a usage log, and the study questionnaire. (Contains 2 tables and 20 references.) (Author/SLD) ED389271

Chapman, S. (1996). SERVE Regional Forum on School Improvement, Proceedings (Tampa, Florida, October 6-9, 1996). 56p. The first SERVE Regional Forum on School Improvement brought together 300 educators from Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. These proceedings include: introductory information on SERVE, an introduction to the forum, the forum agenda, comments from participants, summaries of the keynote presentations, and overviews of the conference's 10 themes or "strands." The themes were: (1) student assessment; (2) community involvement; (3) facilitating continual improvement; (4) literacy; (5) monitoring school progress and evaluation issues; (6) parent involvement and early childhood education; (7) professional development; (8) school organization and climate; (9) teacher research; and (10) technology for teaching and learning. Presenters included teams of teachers and school/district administrators who shared their practice-based knowledge and experiences, researchers who discussed the theories and findings supporting some current models and concepts for addressing school needs and affecting change, SERVE's field-based research and development partners who described authentic implementations of promising school improvement programs and processes, and specialists from other regional laboratories and federally- funded service centers. A resources and information section contains an address list of forum participants and registration information for the 1997 forum. (ND) ED412179

Cifuentes, L., & Others. (1996). From Sages to Guides: A Professional Development Study. 17pp. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996). This study examined teachers' transformations from "sages on the stage to guides on the side" through a survey of preservice secondary school teachers (N=73) over time to identify their envisioned preferred teaching methods; a survey of inservice master teachers (N=24) in professional development schools to identify their choices of teaching methods; and an evaluation of the effectiveness of an educational technology course in changing preservice teachers' envisioned preferred methods. The course in educational technology stressed expansion of preservice teachers' methods beyond lecture and included: (1) diversification of modeled teaching methods; (2) student-centered, projects-based learning; (3) meetings with master school teachers who described and demonstrated effective teaching methods; and (4) preservice teacher design of student-centered interdisciplinary units. The preservice teacher survey found a general trend away from lecture and toward more student self-directed learning and prepackaged instruction. Comparison of ranking of preferred methods before and after the educational technology course indicated students moved lecture from first to third place. Master teachers, however, ranked lecture in fifth place. Attached tables provide detailed analysis of study data. (Contains 11 references.) (ND) ED397036

Cole, D. J., & Ryan, C. W. (1998). Documentation of Teacher Education Field Experiences of Professional Year Interns via Electronic Portfolios. 40pp. Paper presented at the Annual Meeting of the Association of Teacher Education (78th, Dallas, TX, February 13-17, 1998). This paper documents the development of an authentic assessment evaluation process at Ohio's Wright State University (WSU), examining authentic assessment efforts related to PRAXIS III/Pathwise Assessment, which is being piloted by the Ohio Department of Education as the model for teacher licensure. Portfolios receive major attention during WSU's introductory education coursework, methods courses, and student teaching (when students complete a portfolio product that demonstrates competency in achieving teacher education objectives, passing the National Teacher Exam, and fulfilling intern teaching requirements). Portfolio assessment is also used in a course, The Teacher in School and Society, during the last semester. Students participate in mentoring partnerships and early field experiences. In 1995, faculty initiated a portfolio process that involved Professional Educators Program (PEP) interns in developing electronic portfolios for documenting professional skills, using PRAXIS domains/criteria as the model. PRAXIS emphasized organizing content knowledge for student learning, creating environments for student learning, teaching for student learning, and teacher professionalism. PEP students were introduced to portfolios, which they had to complete and present upon entry to PEP. Throughout all programs of study, there was infusion of authentic assessment opportunities. Specific technologies used in WSU's program include videorecorders, personal computers, CD-ROM units, educational software, on-line services, videodisk players, an educational resource center, and the Internet. Seven appendixes offer a sample portfolio scoring template, the PRAXIS index, and information on organizing content knowledge for student learning, creating an environment for student learning, teaching for student learning, teacher professionalism, and Ohio licensure. (Contains 37 references.) (SM) ED418057

Computers and Composition Michigan Technological University ;

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_____. (1994). Delta Pi Epsilon National Research Conference Proceedings (Philadelphia, Pennsylvania, November 10-12, 1994). 291pp. For the 1990 and 1992 Conference Proceedings, see ED 326 619 and CE 067 878 respectively. Selected papers are as follows: "Are Office Support Personnel Aware of the Ergonomical Issues Associated with Computer Keyboarding?" (Evans); "Background and Characteristics of Japanese Students Who Enroll in an American Two-Year Information Processing Program Taught in Japan" (Morgan, Wiggs); "Business Education's (BE) Role in North Carolina Tech Prep Articulation Agreements" (Joyner, Giovannini); "Comparison of Two Teaching Methods on Acquisition of Keyboarding Skills by Elementary Students" (Redmann et al.); "Determining Business Educators' Inservice Training Needs for Teaching Accounting at the Secondary Level" (McEwen); "ELM In the Academy" (Merrier, Duff); "Factors Influencing the Successful Use of Technologically-Mediated Instructional Strategies in Business Organizations" (Kizzier, Lavin); "Factors that Influence the Development of Collaborative Agreements between Universities and Corporations for Degree Program Education" (Alpern); "Higher-Order Thinking Skill Use in the Workplace" (Magee, Schmidt); "Identification of Factors that Contribute to or Impede Students' Learning in Microcomputer Applications Classes" (Wiggs, Huter); "Image Alienation and BE" (Morrison, Oladunjoye); "Importance of Workplace Basics Competencies (SCANS) as Perceived by Business Teachers" (Yang, Echternacht); "Information Processing Programs" (Morgan); "Integrating Academic and Vocational Education" (Faulkner et al.); "International Business Competencies Considered Important by Fortune's Global 500 Firms" (Zeliff, Behymer); "Is Certification a Useful Tool for Recruiting, Hiring, and/or Promoting Administrative Managers?" (Evans); "Management Training Program Evaluation" (Erthal); "New Avenues in Crisis Management" (Barton); "Occupational Profiles and On-the-Job Experiences/Perceptions of Business Management Technology and Computer Technology Associate Degree Graduates and the Resulting Curriculum Implications" (Ormerod, Ward); "Preparation to Teach Problem Solving, Decision Making, and Evaluation Skills in Business Education" (Schmidt, Kirby); "Ratings of the Georgia BE Industry Certification Standards by Georgia Educators and Business and Industry Personnel" (Crews, Stitt-Gohdes); "Recognizing Errors" (Page, Mausehund); "Relationship between Work Group Organization and Job Dimensions of Administrative Support Jobs and the Job Satisfaction of Administrative Support Workers" (Weisensel); and "School to Work Preparation of Urban Youth" (Womble et al.). (YLB) ED377393

_____. (December 1999). Teachers' Feelings of Preparedness. Indicator of the Month. 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

Danaher, P. A., & Others. (1994). Teachers' Professional Development through Open Learning Technologies. Draft. 16pp. Paper presented at the Annual Meeting of the Australian Teacher Education Association (24th, Brisbane, Queensland, Australia, July 3-6, 1994). This paper discusses the consequences of open learning for professional development of Australian teachers, highlighting the negative consequences of having an instrumental view of open learning predicated on forms of electronic information technology which to all intents and purposes appear central to the learning process. The paper points out that tensions and contradictions are evident in distance educators' discussions of "educational," "instructional," and "learning" technologies. These incongruities include technology's reputed capacity to sim