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 simulate face-to-face learning for distance students, technology's reputed capacity to enable the distance teacher to control the learning situation, and the proposition that distance students should be forced to use available technology to ensure equitable access to learning opportunities. Open learning technologies exist in uneasy tension with education/culture, as they have the potential to be used as strategies of control and marginalization. If professional development programs using open learning technologies are to empower participating teachers, they will need to strike a balance between these opposing forces or else lose all meaning and purpose in the process. (Contains 19 references.) (JDD) ED377152

Davidson, G. V., & Ritchie, S. D. (1994). How Do Attitudes of Parents, Teachers, and Students Affect the Integration of Technology into Schools? A Case Study. 13pp. 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. How attitudes of parents, teachers, and students toward computers affect the integration and use of computer technology in schools was studied at an elementary school in Texas. Whether these attitudes changed with the introduction of computer technology and the implications of involving parents in the planning of curriculum and activities was also examined. The school purchased Macintosh computers and implemented computer training and laboratory access for teachers, parents, and students. The study involved 475 students, 34 teachers, and 230 parents in two school years. Each group reported successful experiences and positive attitudes toward computers. Measurement indicated that attitudes improved or increased in the second year. High initial enthusiasm makes the impact of the technology less apparent, but results tend to confirm the belief that successful implementation of technology requires a supportive environment from administrators and the community. Three tables present survey findings. (Contains 19 references.) (SLD) ED373710

DeMonner, S., & Espinosa, R. (1998 Length: 7 Page(s); 1 Microfiche). SLATE: Space for Learning and Teaching Exploration. In: WebNet 98 World Conference of the WWW, Internet, and Intranet Proceedings (3rd, Orlando, FL, November 7-12, 1998); see IR 019 231. Figures not reproduce clearly. Through the use of comprehensive instructional design and sophisticated information technologies, the University of Michigan School of Education has reinvented the way it educates prospective mathematics teachers. A new World Wide Web-based instructional environment called SLATE (Space for Learning and Teaching Exploration) combines digital video, searchable transcripts, basic multimedia authoring, and other new media applications to provide a shared experiential frame and a range of investigation previously unavailable to student teachers. This paper discusses the technical design of the SLATE environment, budget and staffing, summary of outcomes, and future developments. Five figures illustrate features of the technology, and a table charts staffing hours used on the SLATE project. (Author/AEF) ED427696

Denton, J. J., & Manus, A. L. (1995). Accountability Effects of Integrating Technology in Evolving Professional Development Schools. This analysis aimed at determining whether implemented technology systems and staff development with those systems at professional development schools have affected the academic performance of learners. Eight Texas elementary and secondary schools that in 1994-95 enrolled 5,337 students across 5 school districts comprised the sample for the study. These schools are members of a school-university collaborative project in which a technology infrastructure has been developed that includes nearly 300 microcomputers, 7 V-Tel compressed video systems, and connectivity to a Sun Sparc server linked to the Internet. University technology coordinators have provided technology training for classroom teachers and school administrators; additional staff development has been provided by technology specialists located at the schools. The Texas Assessment of Academic Skills Test (TAAS) was administered to measure academic skills in reading, mathematics, and writing. Although not every school yielded cumulative test results that were higher than the preceding year's scores, the trend in four of the sites shows that the impact of evolving technology on students and teachers as well as other possible factors have led to higher academic performance. A table shows student success indicators. (AEF) ED393443

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_____. (1994). Edutopia, 1993-1995. 62p. This document consists of the first four issues of a newsletter entitled "Edutopia." The name Edutopia signifies a version of what a technology-enriched educational system of the future would look like. The newsletter is intended to facilitate the integration of interactive multimedia and telecommunications technologies with teaching and learning and to keep interested colleagues up-to- date with the research and activities in this regard of the George Lucas Educational Foundation. Among the feature articles appearing in these four issues are: (1) "A Design for the Information Age: Benjamin F. Butler Middle School" (Laura Ann Wernick and Steven Arnoff); (2) "Learning and School Environments" (Gary T. Moore); (3) "A Blueprint for Making Learning Real: Lincoln High West Campus" (Linda Meyers); (4) "Kids Online: Do Something Constructive" (Brenda Laurel); (5) "Technology Assists People with Disabilities" (Russ Holland); (6) "Free Telecommunications for all Children" (Richard Riley). (MAS/FAC) ED390374

_____. (1995). Educational Needs Assessment for the Pacific Region, 1993-1994. 190p. This needs assessment survey is the update of one conducted in the Pacific region in 1992. Results were intended to help the Pacific Region Educational Laboratory make decisions about the educational needs of children in the Pacific region. Nine general educational areas, with 34 needs, were defined and presented in questionnaire form. The needs assessment questionnaire was completed by 1,046 individuals from 9 states and nations in the Pacific (excluding Hawaii). Respondents included teachers, secondary school and university students, principals, district and central administrators, and community members, including parents. While there were slight differences among the nine entities, professional development, systemic reform, and resources and information acquisition were generally recognized as the most important areas for education in the Pacific region. The most progress was generally thought to have been made in professional development; governance, management, and planning; and curriculum and instruction. Use of technology, helping at-risk youth, and resource and information acquisition were considered the areas in most need of attention. The questionnaire is appended. (Contains 42 figures, 58 tables, and 12 references.) (SLD) ED395069

Edgar, C., Ed., & Wood, S. N., Ed. (1996). The Nearness of You: Students & Teachers Writing On-Line. 300p. This book is a guide to using new computer technologies in innovative ways to teach writing, particularly imaginative writing. The book shows how on-line technology can be a positive tool in the classroom, if the focus is on the users of the technology and the technology is integrated into the curriculum. The book is divided into five sections and includes the following papers: "Introduction" (Dixie Goswami and Rocky Gooch); (Section 1) From the Computer Lab to the Internet"Less is More" (Bill Bernhardt); "Writing Roulette" (Karen Ferrell); "Global Connections on the World Wide Web" (Phyllis Geren); "MUDs in Education" (Greg Siering); "Mapping the Minefield of Electronic Ethics" (Tharon W. Howard); (Section 2) Students and Teachers"Writing Conferences and My Chapter 1 Students" (Beverly Paeth); "Maverick" (Nancy Stout Bell); "Going On-line" (Bette Ford); "Just Cruising" (Linda Friddle Hardin); (Section 3) Writers On-line"The Kentucky Authors Project" (Robin Lambert); "Dear Jenny" (Beverly Paeth); "Being 'Dear Jenny'" (Jenny Davis); "An Odd Pleasure" (Trevor Owen); "Other Voices Other Rooms" (Claire Bateman); (Section 4) On-Line Writing Projects"Great Expectations" (R. W. Burniske); "Calling All Characters " (Janice M. Stuhlmann); "Designs of the Mind and Heart" (Scott Christian); "Making Connections" (Kurt Caswell and Douglas E. Wood); "The Raptor Project" (Vicki Hunt); (Section 5) Telecommunications & Reform"Changing a State" (Carol Stumbo); "Hurricane KERA" (Emmy Krempasky); "Electronic Networks" (Susan Nelson Wood); and "Computer Conferencing and the Changing Nature of Schoolwork" (Chris Benson). Includes a list of on-line resources and notes about the contributors. (Contains 26 references.) (SWC) ED413869

Edyburn, D. L., & Others. (1995). The View Finder: International Perspectives on Special Education Technology. Volume 3. 51pp. For Volume 2, see ED 366 155. The four articles in this monograph present issues in the application of technology to special education from an international perspective. In the first chapter, "Augmentative and Alternative Communication SystemsComputer Applications for Individuals with Disabilities: An International Perspective," Richard Cardinali and George McMurdo provide a comparative review of the developments in technology-based communication systems in the United States and Scotland (United Kingdom). They argue that use of augmentative and alternative communication is currently limited due to a lack of role models, a lack of vision, and insufficient training. The second article is titled "Computer Applications for Special Needs Students: What Canadian Teachers Use and Need," by C. Laine Others. This paper reports the results of a national survey of Canadian special education teachers on special education technology including such issues as access, use, and unmet needs. The third paper is "Technology and Social Skills Training Program for Students with Special Needs in Israel: 'I Found a Solution,'" by Malka Margalit. This paper reports on five studies of students with mild disabilities who used a computer-assisted social skills program called "I Found a Solution." It suggests such programs have tremendous value in enabling students to experiment and rehearse solutions for social conflicts. The final paper is "The Indonesian System of Caring: Beyond Technology Solutions to Human Problems" by Judy W. Kugleman. It raises questions concerning unanticipated outcomes that arise from over-reliance on technology and the dangers of assumptions about shared beliefs and values in multicultural societies. (Papers contain references.) (DB) ED393245

Ellis, J. D., & Backe, K. A. (1995). Using Video To Evoke Reflection on Science Teaching. Interim Report of NSF- Supported Project: Teacher Development Modules for Elementary School Science. 34p. This document presents an overview of the Biological Sciences Curriculum Study (BSCS) Teacher Development Modules for Elementary School Science. It documents the collaboration of BSCS with science educators, science supervisors, and outstanding science teachers in developing, evaluating, refining, and disseminating four teacher development modules to support the improvement of science teaching in the elementary school. The modules are based on the major themes of the contemporary reform in science education: innovative instruction (constructivism, cooperative learning, and learning styles), curriculum emphases (thematic, less-is-more, and science-technology-society), equitable teaching, and alternative assessment. Subtopics include the nature of science and technology, major science concepts, classroom management, and educational technology. The population that conducted the content review process for the modules included project staff, members of the advisory board, university faculty, teachers, and science supervisors. It is reported that overall, reviewers and teachers responded very positively to the modules and voiced the need for such materials for both inservice and preservice teachers. Contains 60 references. (JRH) ED391640

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Fan, L., & Kaeley, G. S. (1998). Textbooks Use and Teaching Strategies: An Empirical Study. 27pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). This study investigated the influence of textbooks on teaching strategies, specifically secondary school mathematics textbooks. The study compared the teaching strategies of 14 teachers using University of Chicago School Mathematics Project (UCSMP) textbooks in 13 schools with that of another 14 teachers using traditional textbooks in those schools. Data collection included classroom observation, teacher interviews, and teacher background questionnaires. The teacher interviews discussed: whether or not the class period observed was typical; teaching methods used by the teacher; and whether the UCSMP textbook required teachers to adapt their teaching style. Background questionnaires examined: teachers' level of education; teaching experience; subjects taught; certification; and opinions on different aspects of the course. Data analysis indicated there were important differences in teaching strategies between the two groups. Compared with teachers using non-UCSMP textbooks, teachers using UCSMP textbooks spent significantly more time on group work and on the reading of textbooks. They also devoted significantly less time to lecturing and to seatwork. Compared to teachers using non-UCSMP materials, there were significantly more teachers using UCSMP textbooks who employed technology, including computers and calculators, in their teaching strategies. Differences in teaching strategies were closely related to, and consistent with special features of UCSMP textbooks compared with the other textbooks. Teachers using UCSMP textbooks perceived that the textbooks had important influences on their teaching strategies. (Contains 5 tables and 18 references.) (SM) ED419790

Farenga, S. J., & Joyce, B. A. (1996). Procedural Knowledge Teaching Model: Effects of Short-Term Internet Training on Preservice Teachers. 26pp. Paper presented at the World Conference on Educational Multimedia and Hypermedia of the Association for the Advancement of Computing in Education (Boston, MA, June 17-22, 1996). The majority of teacher candidates feel unprepared to teach with computers, and few teacher training programs are preparing future educators to effectively use the Internet to enrich their classrooms and contribute to their own personal development. The purpose of this study was to teach the procedural knowledge required to navigate the Internet and thus take students from novice to Internet practitioner status in a minimal amount of time. The study measured the effect of short-term training using the Procedural Knowledge Teaching Model (PKTM). The PKTM was constructed based on research in cognitive science to help students understand how they think, remember, and learn. Forty undergraduate students enrolled in two science education methods courses participated in the study. The design included a pretest-posttest model using intact classes with treatment and comparison groups. The data indicated that short-term training as provided by the Academic Seminar Training Model, a one-session seminar following the three-phase approach outlined in the Procedural Knowledge Teaching Model, was sufficient to change students' behavior and confidence levels regarding the use of the Internet. Contains 28 references. (PVD) ED403162

Fisher, M. D., Ed. (1995). Gifted Education Press Quarterly, 1995. 50p. This document consists of the four issues of the newsletter "Gifted Education Press Quarterly" published during 1995. This newsletter addresses issues in the education of gifted children and youth. The major articles are: (1) "Using Today's Technology: Parents Can Help Challenge Gifted Children" (Adrienne O'Neill); (2) "Outcomes-Based Education Opportunity Knocks for Real Gifted Program Improvement " (Bruce Gurcsik); (3) "Towards Excellence and Justice for All: A Response to Schroeder-Davis" (an author, Mara Sapon-Shevin, responds to a review of her book); (4) "Tribute to a Great American Humorist, James Thurber (1894-1961)" (Michael E. Walters); (5) "The Lords of Fly: Finding Teen-Age Black and Hispanic Gifted Students" (Diane D. Grybek); (6) "A Teacher's Observations on Discrimination against Gifted Children" (Leigh A. Shelton); (7) "Response to Mara Sapon-Shevin's Comments in the Winter 1995 GEPQ" (Michael E. Walters); (8) "Using Quotations To Challenge Gifted Students" (Ross Butchart); (9) "Outcomes for Gifted Learners: Selections from New Book" (Patricia A. Gabriel, Ann M. DeYoung, and Sandra K. Bajema); (10) "Multiculturalism and the Gifted Student" (Michael E. Walters); (11) "Books: A Basic Gifted Program" (Judith Wynn Halsted); (12) "Using the Internet: An Electronic Resource for Gifted Students, Their Parents and Teachers" (Adrienne O'Neill and Mary Ann Coe); (13) "Apollo 13: A Space Mission in Giftedness" (Michael E. Walters). (Some articles contain references.) (DB/LC) ED417495

Fleddérus, M. L., Van Kleeck, M., & Russell Sage Foundation. (1944). Technology and livelihood; an inquiry into the changing technological basis for production as affecting employment and living standards. New York,: Russell Sage Foundation. T21

Foster, D., Ed., & Jolly, D. V., Ed. (1994). Communication, Community, Collaboration, Connection. Proceedings of the International Symposium on Telecommunications in Education (3rd, Albuquerque, New Mexico, November 10-13, 1994). 377pp. Also called Tel-Ed '94. For 1993 proceedings, see ED 366 334. For 1989 proceedings, see ED 328 233. New initiatives have provided educators with exciting resources to develop local, regional, and national infrastructures. Many new public and private sector collaborations have been the result, and this conference explores the implications of these changes for the education profession. The profession has focused on the various ethical issues concerned with the expansion of the Internet, and with questions of ownership of the medium, censorship, and cost of access. As the importance of telecommunications in education gains recognition, it also gains momentum. These proceedings portray the projects, discoveries, experiments, and experiences gained by educators throughout the world. Veronica, Archie, World Wide Web (WWW), file transfer protocol (FTP), wide area information servers (WAIS), Gopher, Mosaic, and many other network searching tools are presented in the workshops and demonstration sessions. Four broad themes are discussed: communication, community, collaboration, and connection. Information is exchanged about new technologies and trends, research issues, and how communications technology can most effectively support educational reform. Two novelties are introduced in this conference: an open channel for juried submissions, resulting in several contributions of academically excellent papers; and a public debate, which closes the conference. (MAS) ED377824

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Galowich, P. (March 1999). Learning Styles, Technology Attitude and Usage: What Are the Connections for Teachers and Technology in the Classroom? In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. Figure 1 contains small type that not reproduce clearly. The question for educators is no longer how much better do students learn with technology, but how do we integrate technology into our classrooms in a way that benefits students? To study the question of how to encourage instructors to use technology to teach, a survey was used to create connections between teachers' technology attitudes, technology usage, and learning style. Teachers from five elementary schools in a large southern California school district participated in the study. Results suggest that relationships exist among technology attitude, usage outside of work, and usage to teach. Additionally, the descriptive analysis points out differences across age ranges and ethnicity in whether teachers use technology. (Contains 5 tables and 15 references.) (Author/MES) ED432312

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

Giere, U., Ed. (1994). UNESCO/UIE Literacy Exchange Network on Industrialized Countries. Directory of Members. (Repertoire des membres. Directorio de los miembros. Mitgliederverzeichnis.) 368p. This directory lists 807 individuals and institutions throughout the world who are working on literacy in industrialized countries. The foreword is followed by an introductory section that describes the UNESCO/UNESCO Institute for Education (UIE) Literacy Network and its work. This introduction contains the following: a graph showing various member groups of UIE's network and listing some of the network's functions; a map showing the geographical scope; a graph showing network membership by country; and the questionnaire used to develop the directory. The foreword and introduction are presented in English, French, Spanish, and German. The main entry section groups individuals and institutions by country. Each entry include some or all of the following: name and/or institution, job and/or private address, telephone number, type of organization, working language(s), nature of work, specialization, and geographical focus. Four indexes are provided: (1) members listed alphabetically by last name or institutional name; (2) field of specialization; (3) geographical focus: countries, major areas, and groups of countries; and (4) network members working in international organizations listed alphabetically by last name. The questionnaire is appended. (YLB) ED377301

Glatthorn, A. A., & Association for Supervision and Curriculum Development. (1995). Content of the curriculum ( 2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. Lb2806.15 .c68 1995

Gooden, A. R., & Silverman, F. (1996). Computers in the classroom : how teachers and students are using technology to transform learning ( 1st ed.). [San Francisco]: Jossey-Bass : Apple Press. Lb1028.43 .g65 1996

Graves-Desai, K., Ed., & Maloney, K., Ed. (1997). The Harvard Education Letter, 1997. Published six times a year. For 1995-1998 issues, see PS 027 810-813. This document is comprised of volume 13 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary and secondary education. Articles in the six issues of this volume include: (1) January-February "Making Detracking Work" (Lynn and Wheelock), "Developing a Culture of High Expectations for Teaching and Learning" (Lynn and Wheelock), "Navigating the Political Waters" (Lynn and Wheelock); (2) March-April"Making Schoolwork More Like Real Work" (Steinberg), "A Change in the 'Basics': Today's Graduates Need More Than the 3 R's" (Steinberg), "Clapping with One Hand: Why the School-to-Work and Standards Movements Should Be Linked" (Vickers); "A Conversation with Dennis Littky and Elliot Washor", "A National Response to Quality Counts," containing opinions of political and educational leaders (March-April supplement); (3) May-June "A New Consensus Emerges on the Characteristics of Good Professional Development" (Lewis), "A Conversation with Linda Darling-Hammond," "System- Wide Professional Development" (Lewis), "Teacher Research as Powerful Professional Development" (Check); (4) July-August"Language-Rich Home and School Environments Are Key to Reading Success" (Lynn), "Connecting Home and School: A Conversation with Catherine Snow," "Smaller Classes Do Make a Difference in the Early Grades" (Mosteller), "Shrinking Pains: California's Initiative to Reduce Class Size Is Off to a Bumpy Start" (Lewis); (5) September-October"Making the Connection between Families and Schools" (Mapp), "Family Involvement in Schools: It Makes a Big Difference, but Remains Rare" (Lynn), "A School Called Victory: The Ongoing Pursuit of Parent Involvement" (Lynn), "Teaching Teachers to Work with Families" (Lynn); and (6) November-December"Technology Works Best When It Serves Clear Educational Goals" (Harrington-Lueker), "Integrated Learning Systems Update" (Harrington-Lueker), "Rethinking Homework" (Tovey). Regular features include letters to the editor and summaries of recent educational research. (KB) ED433116

Grover, R., Lakin, J. M., & Dickerson, J. (1997). An Interdisciplinary Model for Assessing Learning. 11pp. In: Information Rich but Knowledge Poor? Emerging Issues for Schools and Libraries Worldwide. Research and Professional Papers Presented at the Annual Conference of the International Association of School Librarianship Held in Conjunction with the Association for Teacher-Librarianship in Canada (26th, Vancouver, British Columbia, Canada, July 6-11, 1997); see IR 056 586. The Interdisciplinary Assessment Model was created out of the need for improved assessment of learning, especially the assessment of critical thinking and problem solving. Development of the model required establishing a common language for library media specialists to cover various curriculum areas, a comparison of current state standards for subject areas, and creation of rubrics for each stage of the assessment model. The model is based on the "Big Six" model for information problem-solving by Eisenberg and Berkowitz and is derived from an analysis of Kansas content standards for language arts, social studies, mathematics, science, reading, and library media. The model divides student assignments in these six subject areas into five parts, using terminology from the standards for each subject. Rubrics were developed for each of the five parts of an assignment. This paper describes the development of the model, elements of the model, preliminary findings of the current research project which tests the model, and implications for implementing the model in schools. The model facilitated student learning in all grade levels studied and for units of any length. The integrated assessment model is an effective and efficient planning and teaching tool for library media specialists and teachers. Effective implementation requires instruction and tools which will enable teachers to change their instructional strategies to more effectively engage the student learner and to provide feedback to the learner. (Author/SWC) ED412948

Guffey, J. S., Rampp, L. C., & Bradley, M. J. (1998). Curriculum & Technology: Integration through Modeling. This paper suggests implementation of a technology-teacher training model as part of existing higher education teacher-education and institutional faculty development programs. Human resources and individual colleges/departments can use this approach to enhance teaching and learning. The underlying problem it addresses is the curriculum technology gap between advanced teaching delivery systems and preparation of faculty to use them for maximizing student teacher learning. This technology training framework is applicable to both public schools and higher education. It involves creating a triage method for easily determining learner technology experience, and it views the learning process as a continuum. It also involves creating three training levels: 1) the technology assistant level that teaches educators the skills for basic computer and telecommunications operation; 2) the technology teacher level that empowers teachers with skills and knowledge so they can evaluate software and some multi-media hardware for appropriateness to the school curriculum (this level teaches skills to create state-of-the-art lesson plans and presentations); and 3) the technology leader level that has individuals experience various training activities and become confident in using technology. The leaders provide local expertise and guidance to schools. The three training steps build upon one another, with the teacher becoming more proficient at each level. The model has equal applicability in the public schools. (SM) ED418075

Guffey, J. S., Rampp, L. C., & Bradley, M. J. (1998). Technology Staff Development: Triage Using Three Mastery Levels. 11p. The technology triage is a workable paradigm for straightforward school- site/school-district implementation of technology resources. Development of a triage system of participant involvement and in-service staff development can help address the tendency to ineffectively allocate funds within the total picture of the school commitment to technology. Schools need more effective, redefined staff development for training teachers to fully integrate information technology into classroom instruction. The new model capitalizes on strengths of the learning patterns, de-emphasizing the processing and acquisition of large amounts of new, nonessential information and emphasizing the development of cognitive functions promoting responsibility, usefulness, and accuracy. The workshop paradigm has learners actively participate in the decisions about what is to be learned. The technology triage provides an environment of involvement at the building level. It involves performing an individual technology-learner readiness triage to find out what level and type of development is needed. The triage method classifies participants based on individual technology capabilities. There are three triage levels: the technology assistant level involves developing basic technology skills; the technology teacher level builds on the first and involves learning relevant software, hardware, and program capabilities; and the technology leader level involves learning how to best use the skills and knowledge developed in previous workshops and encouraging development of a greater pool of technology teachers. (Contains 18 references.) (SM) ED418072

Guha, S. (2000). Digital Linkage: Factors Related to Elementary Grade Teachers' Usage of Computers in Classroom Instruction. Paper presented at the Meeting of the Research Association for Minority Professors (Houston, TX, February 3-5, 2000). Page Length: 36. This study explored elementary school teachers' personal experiences with computer usage in instruction, and identified factors related to computer usage in their own teaching. Participating in the study were 149 teachers from 15 elementary schools selected randomly from 2 counties in western New York, representing a 75 percent return rate. Respondents completed a 46-item survey on their experience and interest in the use of computers in instruction, their training on and knowledge about computers, their comfort level in using computers for teaching, and current computer usage in classroom instruction. The findings indicated that 56 percent of the teachers had prior computer experience, with 80 percent currently using computers for less than 1 hour each day. Teachers typically received training through their district, but thought that the assistance in using computers for classroom instruction did not meet their needs. Teachers were comfortable using computers and thought the computers would enhance their teaching. They tended to use computers as a tutorial aid for students, for drill and practice, and as a general tool. Teachers' computer experience and interest were correlated with their computer usage score. Their computer training and knowledge level was also correlated with computer usage. In addition, teachers' comfort level in using computers was correlated with computer usage. There were no statistically significant effects of gender or teaching experience on teachers' use of computers in the classroom. (The survey is appended. Contains 27 references.) (KB) ED438936

Gunter, G. A., Gunter, R. E., & Wiens, G. A. (1998). Teaching Pre-Service Teachers Technology: An Innovative Approach. 6pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. This pilot study examined variables that could influence attitudes toward learning and working with computers of preservice teachers at the beginning and end of an introduction to educational technology computer course taught at the University of Central Florida's College of Education during Summer 1997. The variables examined in the study were computer attitudes (computer anxiety, computer confidence, computer liking, and computer usefulness) and student perceptions. Twenty-six students enrolled in the course completed the Computer Attitude Scale (CAS) pretest and posttest. The basic curriculum and course issues that were considered to be fundamental to the overall success of the course were curriculum issues, high impact and low threat, classroom issues and design, and continuous emphasis on key basic skills. Findings indicated that, after completion of the course, students had less anxiety and a more positive attitude toward technology. (AEF) ED421112

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Haile, P. J. (1998). Teacher-Student Collaboration To Create a Curriculum-Based Web Page. 41pp. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (50th, New Orleans, LA, February 25-28, 1998). This paper describes a Hofstra University (New York) project, funded by the Corporation for Public Broadcasting (CPB), that involved teacher-student collaboration to develop a curriculum-based web page. Seventeen school districts participated in a 12-hour training program to teach school-based teams (one school library media specialist and two students) to create World Wide Web home pages for their schools. The home pages were designed to be curriculum-based sites for augmenting classroom instruction. Teams attended Hofstra University for four biweekly, hands-on sessions on creating and maintaining home pages. Each team prepared two projects. At the conclusion, three outside experts critiqued teams' efforts and provided constructive feedback. Participants completed short questionnaires on their reactions to the project. School administrators completed telephone surveys on their reactions. School teams' Web pages were reviewed during the following academic year. Several media specialists and students were greatly empowered by the training. Most teams incorporated two or more interesting features into their Web pages. A quarter of the teams had difficulty with very rudimentary aspects of the task, and the short training did not provide enough time, with guidance and instruction, to succeed. The project did not result in any changes in the area of curriculum. The two appendixes present a sample letter to the Superintendent of Schools explaining the Web Page Training Program and the CPB grant curriculum. (SM)

Hamil, B. (1998 Length: 9 Page(s); 1 Microfiche). Hands-On Scientific Research: Conducting GLOBE Project Protocol Training in Oktibbeha County. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 3-6, 1998). The Mississippi State Department of Education is conducting statewide technological upgrading of schools to allow for extensive student involvement. Teachers need professional development in this area, since they must be proficient in teaching problem-solving techniques and assessing student achievement using computer technology. One of the mechanisms currently addressing the need for strengthening student problem- solving skills through research and environmental awareness is GLOBE (Global Learning and Observations to Benefit the Environment), a hands-on international environmental science and education program which promotes heightened achievement in science and mathematics. Professional development is provided for teachers through environmental research and environmental science education programs. GLOBE is a worldwide network of teachers, students, and scientists collaborating to learn more about the environment and environmental research. GLOBE participants explore daily local changes in the earth's conditions, adding to the worldwide database. Teachers learn to lead student scientists in data collection and in sharing their findings with others worldwide via the Internet. GLOBE provides a technological base for student involvement in inquiry-based investigations. Its educational elements include: instructions for selecting local study sites, taking regular measurements, submitting data, participating in learning activities, using GLOBE systems on the Internet to communicate, and promoting student investigations. Teachers in Oktibbeha County received GLOBE training at Mississippi State University. Participants completed the Problem-Solving Inventory before and after the workshop and evaluated the GLOBE program. Results indicated they found it very helpful. (SM) ED428034

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

Harvey, F. A., & Charnitski, C. W. (1998). Improving Mathematics Instruction Using Technology: A Vygotskian Perspective. 9pp. In: Proceedings of Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division (20th, St. Louis, MO, February 18-22, 1998); see IR 019 040. Strategies and programs for improving mathematics instruction should be derived from sound educational theory. The sociocultural learning theories of Vygotsky offer guidance in developing technology-based mathematics curriculum materials consonant with the NCTM (National Council of Teachers of Mathematics) goals and objectives. Vygotsky's theories, especially when they are applied to the use of current and emerging technologies, have the potential to help classroom teachers narrow the gap between current practices and the vision of mathematics education represented in the NCTM standards. Vygotskian theory incorporates several key ideas relative to levels and types of concept formation, the role of collaborative interchange in concept development, and instructional configurations that guide and promote concept development. Issues related to technology's role in mathematics education include content contexualization in the negotiation of meaning and reasoning skills, collaboration, communication, and language in the process of concept development. Mindtools (i.e., computer-based tools and learning environments that have been adapted or developed to function as intellectual partners with the learner in order to engage and facilitate critical thinking and higher-order learning), databases, spreadsheets, and computer-mediated communication are all tools which, when appropriately implemented, promote high level thinking skills and support concept development. (Contains 26 references.) (AEF) ED423837

Harvey, J., Ed., & Purnell, S., Ed. (1995). Technology and Teacher Professional Development. 15p. This report summarizes the first of four workshops organized to take advantage of the experience and insights of those already implementing new technologies in the schools. The workshop examined professional development needs and consisted of a one and one-half day conversation with educators and experts working to apply communications technology to the school system. Participants discussed the need to re-examine the basics of professional development, to deal with the anxieties and organizational issues that hinder technology use, and to generate realistic expectations about what technology can accomplish. Limitations and practical difficulties identified included: technology is not that advanced; school systems have already invested in technologies that are diverse and complex; there are significant costs associated with connecting schools to the information highway; and limited attention has been paid to the quality of the materials available. Participants identified several ways the federal government could respond: (1) taking a leadership role in generating public support; (2) sponsoring research concerning both professional development and technology as a teaching tool; (3) supporting demonstrations and models for using technology for professional development; (4) taking a more active role in promoting the use of technology in professional development, including development of training materials and resources; and (5) advancing standards for communications infrastructure. Time was cited as the most common barrier to professional development. The sense conveyed during the workshop was that the professional development community is still redefining its own role and only beginning to understand how technology can be used as a tool to support ways people teach and learn. An appendix lists the workshop participants. (ND) ED393831

Harvey-Morgan, J. (1996). Moving Forward the Software Development Agenda in Adult Literacy. A Report Based on the Adult Literacy Software Development Conference (Reston, Virginia, October 18-19, 1994). NCAL Practice Report PR96-02. 66p. This report describes the Adult Literacy Software Working Conference, which was attended by 52 adult literacy practitioners, software developers, hardware vendors, other educational technology specialists, policymakers, and researchers. The conference participants identified market, program and staff, and design and quality issues related to adult literacy software development and discussed potential roles and actions for each of the major stakeholders in adult literacy software development to achieve necessary changes and improvements in the field. The four papers presented are as follows: "The Adult Literacy Software Developer's Perspective" (Robert A. Lemire); "The Adult Literacy Software Marketplace" (Tim Songer); "Instructional Software Quality: More Possible than Ever Before" (Richard L. Venezky); and "Literacy Software User Concerns" (Lucy Tribble MacDonald). Working group reports are on the following topics: drafting Adult Education Act legislation fostering software development and use; creating an ideal public-private venture to support the production and use of adult literacy software; and designing an adult literacy software product prototype combining elements of instructional quality and pedagogical effectiveness. (MN) ED396151

Heid, M. K. (1995). The Interplay of Mathematical Understandings, Facility with a Computer Algebra Program, and the Learning of Mathematics in a Technologically Rich Mathematics Classroom. 7pp. 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. As teachers begin to implement mathematics curricula that capitalize fully on computing technology and that are focused on concepts and applications instead of on execution of by-hand symbolic manipulation routines, their well-established routines of thinking about mathematics and its teaching no longer apply in seamless fashion. This case study, a part of which is reported here, examines the ways that an experienced teacher who participated in Computer-Intensive Mathematics Education (CIME), a 4-week program on the teaching and learning of mathematics in technology-intensive environments, confronted some of the mathematical issues inherent in technology-intensive mathematics. This report gives some insight into one teacher's understanding of functions, independent variables, and parameters, and the ways that this understanding interacts with her use of the new computing tools. (Author) ED389611

High, R. V., & Marcellino, P. A. (1997). Computer Usage among High School Teachers of Mathematics and College Mathematics Faculty. 11p. This paper reports on a survey instrument designed to measure opinions regarding computer knowledge and usage among high school teachers of mathematics (N=66) and college faculty of mathematics (N=25). Findings indicate that the college faculty made reference to computer usage more often in their lectures than did the high school teachers. Additionally, the college faculty estimated their knowledge of computers higher than did the high school teachers, but evaluated their students' knowledge as lower than the evaluation given by the high school teachers. Finally, both the high school teachers and the college faculty agreed that they rarely used the Internet in the classroom, but both groups said they anticipated more usage in the future. The survey instrument is also included. (Author/JRH) ED407234

Hodder, J., & Carter, D. (1997). The Role of New Information Technologies in Facilitating Professional Reflective Practice across the Supervisory Triad. 13pp. Paper presented at the Annual Conference of the gasat-IOSTE (Perth, Western Australia, December 5-8, 1997). This study investigated the role of new information management technologies in facilitating student teacher supervision across the supervisory triad of student teacher, cooperating teacher, and university supervisor. The study investigated how data routinely generated by teachers and stored within an Instructional Information Management System (IIMS) was contemplated by student teachers and their supervisors in promoting reflective practice. Four secondary student teachers participated. The Remote Area Practicum Supervision Project occurred over 1 semester. It was designed to evaluate the potential of new information technologies and the implications of these technologies for new ways to conduct preservice teacher practicums. An IIMS was networked within a remote school and linked to the university to share information across both sites. The student teachers and their university supervisors and cooperating teachers received extensive training in the IIMS before and during the practicum. Student teachers were supervised remotely by university supervisors using modern communications and computer technologies, and directly by cooperating teachers in the remote school, making use of available technology. Data from participant interviews and documentation of student teachers' and university supervisors' personal reflections on the experience indicated that the congruence of various new information technologies, appropriately applied to support practicum experiences, enriched the experiences of everyone involved. The project supported development of more collegially based practices and sharing of practical knowledge and wisdom to enrich education. (Contains 18 references.) (SM) ED417184

Hope, W. C. (1995). Microcomputer Technology: Its impact on Teachers in an Elementary School. 219pp. Ed.D. Dissertation, Florida State University. The purpose of this study was to examine the initiation and implementation of microcomputer technology in the educational environment of N.H. Jones Elementary School (Ocala, Florida) and to assess its impact on teachers. Microcomputer technology was configured as a teacher workstation. A conceptual framework was developed to promote microcomputer technology and to monitor and interpret the phenomenon. Elements of the framework were five guidelines of the Innovation- Focused strategy, interventions of the Change Facilitator strategy, and the Concerns-Based Adoption Model (CBAM). Five questions which directed the research were: (1) What concerns did teachers have about microcomputer technology? (2) Were there factors in the school environment that promoted the diffusion and use of microcomputer technology by teachers? (3) Were there perceived barriers that impeded teacher acceptance and use? (4) What levels of use did teachers attain using the innovation microcomputer technology? and (5) What teacher-related outcomes were attributed to using microcomputer technology? Results showed that teachers had Self and Task concerns at the beginning of the study, changing to Impact, Consequences, and Refocusing concerns as their involvement with the technology increased. Results revealed that teachers clustered in Mechanical and Routine user levels. By the end of the study, 80% of teachers had reached the Routine Level of Use. Recommendations for future research include configuring microcomputer technology beyond a teacher workstation, replication of the study using the change model presented and identifying long-term impact of microcomputer technology on teachers. Fourteen tables and 14 figures illustrate study findings. Appendices include: Stages of Concern Technical Information; N.H. Jones Elementary Change Strategy; Level of Use Protocol; Chronology of Events; Microcomputer Workstation Configuration; Stages of Concern Interpretations; and Teachers' Stage of Concern Mean Percentile Scores for Instructional Technology, 1993, September 1993, and 1994. Contains 87 references. (Author/MAS) ED384336

Hopey, C. E., Ed. (1998). Technology, Basic Skills, and Adult Education: Getting Ready and Moving Forward. Information Series No. 372. 122p. This monograph is designed to be used as a complete volume or as a set of papers that can be referenced separately. The monograph is organized into two sections. Section I: "Getting Ready" is designed to help educators get started, plan for, and integrate technology into adult education. The five papers in this section are as follows: "Making Technology Happen in Adult Education" (Christopher E. Hopey); "Planning and Funding for Technology" (Hopey); "Making the Right Choice: Software Evaluation" (Hopey); "Integrating Technology into Adult Learning" (Lynda Ginsburg); and "Recommendations for Using Technology in Adult Education" (Hopey). Section II: "Moving Forward," contains six papers that address the following topics: "Adult Learning Theory: An Argument for Technology" (Regie Stites); "Technology in Adult Education Programs" (Terilyn C. Turner); "Using Technology for Assessment in Adult Learning" (John P. Sabatini); "Distance Learning and Adult Basic Education" (John Fleischman); "The Internet and Adult Educators" (David Rosen); and "Adult Learning, Technology, and Public Policy" (Mary Lovell). The monograph contains a list of 12 national adult education agencies, including their website addresses, and 85 references. (SK) ED423420 Available from: Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090 (order no. IN 372, $10.50; quantity discounts available).

Houghton, Mich.: National Council of Teachers of English ;

Howe, H. (1969). Picking up the options. [Washington]: Dept. of Elementary School Principals National Education Association. La219

Howley, A. A., & Howley, C. B. (1994). Receptivity to Telecommunications among K-12 Teachers in a Rural State: Results of a West Virginia Survey. 31pp. Paper presented at the Annual Meeting of the National Rural Education Association (Tuscaloosa, AL, October 1994). Distance education is a way to provide needed instructional resources to rural schools, and the Internet and other telecommunications networks are the newest addition to the distance education toolkit. However, little is known about rural teachers' technological skills and attitudes in this area. A mail survey of 262 K- 12 teachers in West Virginiaa predominantly rural stateexamined their computer and telecommunications skills, resources available to support telecommunications networking, teacher attitudes about the utility of classroom and professional development applications of telecommunications, and background variables contributing to teacher attitudes. Teachers were familiar with various computer applications, particularly instructional applications and word processing. Although much less familiar with possible applications of telecommunications, teachers were generally receptive. Few had the hardware and software necessary to use telecommunications, however. While few teachers had actually used telecommunications services, nearly 70 percent wanted access so that students could get information for class projects, and 65 percent wanted access to full-text materials for themselves. Teacher attitudes were influenced by instructional level and teaching experience, while level of technological skills was related to gender and access to technology. Despite high teacher interest, future usage patterns of rural teachers are more likely to be influenced by state concerns for control, uniformity, and "efficiency," and by the extent to which private enterprise takes over the information superhighway for profit and limits access for rural areas. (SV) ED374958

Howley, A. A., & Pendarvis, E. D. (1994). West Virginia Teachers' Telecommunications Needs and Preferences: Initial Results of a Survey. 38p. A mail survey of a random sample of 253 West Virginia teachers elicited information related to subjects' backgrounds, telecommunications skills, access to computer resources, preferences among common telecommunications applications, and preferences among options for learning about telecommunications. Four scales measured computer literacy, telecommunications literacy, interest in telecommunications for instruction, and interest in telecommunications for professional development. The mean age of respondents was 42.7, with an average of 17.6 years teaching experience. Teachers exhibited a higher level of computer literacy than telecommunications literacy, with 62% reporting themselves proficient with word processing software. More than half the respondents had computers at home and 68% reported access in the classroom. Few had access to a modem, and only about 15% had phone jacks in their classrooms. Respondents were more interested in instructional applications than in professional development applications of telecommunications. The preferred means of learning about telecommunications was assistance from colleagues, with workshops and conferences ranked next. Data is presented in eleven tables and an appendix contains the survey. Contains two references. (SLD) ED378944

http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED402936"> ED402936

http://eric.ed.gov:80/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_SearchType_0=eric_metadata&_pageLabel=ERICSearchResult&newSearch=true&searchtype=keyword&ERICExtSearch_SearchValue_0=ED414358"> ED414358

Huang, S.-y. L., & Padron, Y. N. (March 1999). Preservice Teachers' Perceived Effectiveness of Technology Resources: A Cross-National Study. 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 study investigated cross-nationally preservice teachers' perceptions of the effectiveness of computers and technology in improving education. Participants were undergraduate education students from the United States and Taiwan; 180 students from each country were randomly selected. A survey instrument that identified types and amounts of technology resources generally found in elementary, middle, and high schools was used. The results indicate that preservice teachers in both countries valued a computer lab in each school and computers in each classroom higher than interactive video equipment or calculators. They also thought that these technology resources were more important and useful for students in high schools than in elementary or middle schools. Preservice teachers in the United States had more positive perceptions of the effectiveness of technology resources in improving education than their counterparts from Taiwan. Findings of this study and their educational implications are discussed. (Contains 1 table and 22 references.) (Author/AEF) ED432284

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_____. (1997). Ideas That Work in ABE Family Literacy. 193pp. Running Head: "Ideas That Work for ABE/GED.". This guide provides a work-in-progress family literacy curriculum. The materials are intended to be adapted to fit the parents in the specific setting. Each of 14 sections contains a number of activities that support the following ideas: documenting parents as the first teachers of their children using family portfolios; parent support time; parents as disciplinarians; parents and children interacting together; developmentally appropriate activities for parents and children; parents and children discovering who they are; parents being in charge of their own self-esteem; parents as the first teachers of their children; health and nutrition; parents and children designing family rules that work; family literacy programs: a handbook sample; using technology tools; documenting parenting skills changes; and some tools used in Oregon, 1995-96. The first page in each section provides a list of competencies covered, materials needed, estimated class size, and description of activity. Attachments in each section contain the following: instructional materials; surveys; checklists; guidelines; handouts; transparency masters; worksheets; and booklets. (YLB) ED416415

Imel, S. (1998). Technology and Adult Learning: Current Perspectives. ERIC Digest No. 197. When considering the role of technology in adult learning, adult educators must determine how to respond to technology and exploit it without diminishing the learning experience. Four approaches to integrating technology into adult learning are currently being used: technology as curriculum (adults not only learn content through technology but also learn about technology itself); technology as a delivery mechanism (technology becomes the means for instructional delivery); technology as a complement to instruction (technology is used to complement instruction and extend learning); and technology as an instructional tool (technology is integrated into instructional activities). How technology can be structured to capitalize on the characteristics of adult learners must be considered as well. Like any other instructional tool, technology can either serve to perpetuate poor education practice or become a means for transforming learning. Although technology can enhance adult learning for many reasons, it does not promote learning in and of itself. Part of using technology effectively is understanding what adults want in the learning environment when technology is used. Adult educators can no longer afford to ignore the educational applications of technology; however, they must ensure that the focus remains on the learning and not the technology. (Contains 11 references) (MN) ED421639

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

Jensen, R. J., Wagner, S., & National Council of Teachers of Mathematics. Research Interpretation Project. (1993). Early childhood mathematics. New York

Jin, S. H., & Willis, J. (1998). A Web-based Instructional Resource for Teacher Education: Constructivist Approach. 7pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. Figures are illegible. The work reported in this paper focused on the creation of an Internet- based resource for preservice and inservice teachers. A World Wide Web- based instructional resource was developed by a participatory team comprised of subject area and instructional design experts as well as potential users including preservice and inservice teachers. The Constructivist Educator's Page is a Web page which includes three general types of material: a database of information and resources, an area for discussion, and a collaborative project area. The design model used was based on three guiding concepts: participatory design, recursive or iterative design, and reflection. The definition focus included front-end analysis that investigated whether there is a need for the type of alternative instructional material, the creation of a participatory team that includes both experts and potential users, and establishment of a progressive problem-solution focus. The design and development processes were combined into one focus. Preparation tasks included selection of a development environment, selection of instructional media, and selection of the format and instructional strategies. The creation tasks category includes the procedures for developing the product. Based on the comments of experts and end users, the Constructivist Educator's Page appears to have several advantages over traditional instructional models. (AEF) ED421138

Jin, S., & Abate, R. J. (March 1999). Teachers and Technological Tools in the Middle School. 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 provides an overview of a pilot study conducted in Northeast Ohio. A survey was distributed to ten middle school principals representing urban and suburban school districts; each principal was asked to select two teachers to participate in the survey. The study considered two questions: Are the technologies available in schools supportive of the classroom goals of teachers and students? and, What resources influence the use of technologies in their learning activities? This study examines what learning activities are applied across a variety of subject areas, how technology assists students' learning activities, and why technology is/isn't used in the typical learning activities. The study documented the typical learning activities and potential role for technology within the classroom learning environment of the effective middle school teacher. Learning activities such as data collection, data analysis, visual/written communications, and design were employed as core categories for analysis of technology use, non-use, and potential. (Author/AEF) ED432285

Johanson, R. p. N., Deborah L., Olson, E., Huth, L., & Bodensteiner, R. (1999 Length: 5 Page(s); 1 Microfiche). Internet and List-Serves To Support the Student Teaching Semester. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Washington, DC, February 24-27, 1999). This project used Internet technology to build community and reduce isolation during student teaching, improve communication and enhance supervision of student teachers, and encourage reflection. The project supported student teachers by establishing Internet communication between them and their supervisors. This involved providing Internet addresses for everyone involved and establishing six listservs. Each student teacher had to subscribe to and participate in at least one listserv. The listservs were primary school, elementary school, and middle school; music, physical education, art; high school; and professionalism. Some of the student teachers gladly seized upon the listservs, engaging in meaningful discussion and reflection with their peers and supervisors. Research is beginning to accumulate on the use of e-mail in a variety of settings, including teacher education. The research suggests that there is still a need for face-to-face interaction, and depersonalization is a risk of using the Internet, but it also has many advantages (e.g., a convenient means of professional exchange for student teachers and their mentors). (SM) ED428060

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Kemis, M., & Lively, M. (1995). National K-12 Foreign Language Resource Center Evaluation Report. 140p. This report evaluates the activities from February 1, 1994 to 31, 1995 of the National K-12 Foreign Language Resource Center at Iowa State University. The center's purpose is to support training of elementary and secondary school foreign language teachers. Initiatives of the center focus on professional development in three areas: use of effective teaching strategies; development and interpretation of foreign language assessment; and use of new technologies. The evaluation is based on stated objectives in each of these areas. Specific activities included 4 summer institutes with 86 foreign language educators from around the United States, a project involving 20 teachers and researchers in a collaborative effort with the Center for Applied Linguistics in researching classroom foreign language assessment practices and techniques, continuation of contact with institute and workshop participants through collaborative projects, completion of an extensive annotated bibliography of foreign language assessment instruments, and teacher training in the use of electronic mail as an effective communication tool. Stated goals in each area were met. (MSE) ED391356

Kemis, M., & Moran, K. J. K. (1996). National K-12 Foreign Language Resource Center Evaluation Report. 110pp. For an earlier report, see ED 391 356. The report describes and evaluates the activities of the National K-12 Foreign Language Resource Center, established at Iowa State University as one of six nationally to support K-12 foreign language education. These activities include: the Teacher Educator Partnership Institute, a professional development program for methods professors in higher education institutions; the Culture and Children's Literature Institute for French and Spanish teachers, teaching effective strategies for development and teaching of thematic culture- and literature-based instructional units; the Curriculum Institute, a summer workshop for foreign language teachers and supervisors; an Assessment guidelines and Strategies Workshop, in which teachers and researchers collaborated to draft assessment strategies that link the national student standards for foreign language learning to sample objectives, instructional activities, and subsequent assessment; the New Technologies Institute, to introduce educators to the benefits for foreign language instruction of newly developed technologies; academic-year goal-setting activities; and ongoing support through communication with institute leaders and participants. Overall, the activities of the second 16 months at the center were found positive and successful, meeting stated goals. The executive summary is included. (MSE) ED403746

King, F. L., & Others. (1995). The Technology Scholarship Program for Alabama Teachers at Jacksonville State University. 14p. The Alabama Commission on Higher Education (ACHE) recently established the "Technology Scholarship Program for Alabama Teachers" (TSPAT). Jacksonville State University (JSU) is one of the state institutions participating in the program, which was funded by Act 93-636 of the Alabama Legislature. The program addresses technological literacy, multimedia computer-based instructional technologies (both current and emerging), popular instructional software, distance learning, and communication "superhighways." The targeted audience includes graduate level, employed teachers from Alabama public schools who are currently enrolled in a participating institution of higher education. Emphasis is on equipping teachers with diverse technologies that can be used effectively to stimulate creative thought in children. TSPAT has been in effect since 1994, and early indications have been favorable. This article familiarizes other educators with this unique teacher education program, and suggests ways to benefit the larger academic community and the public schools in particular. The article is divided according to: (a) teacher selection criteria, (b) specialized technology courses, (c) implications for the academic community, and (d) future goals. (Author) ED394916

Kirby, E. S., Jo-Anne. Developing Instructional Technology Curricula for Pre-Service Teachers: A Longitudinal Assessment of Entry Skills. 21pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). . This study examined recent (1995-1998) education students' exposure to a variety of instructional technologies prior to taking a required instructional technology course. The purpose was to identify how frequently students had used various technologies before entering the required course and to identify longitudinal changes and/or trends in experience levels. Participants were preservice and inservice teachers attending a mid-sized, public, southern state university. Between 1995-1998, during the first class meeting, 606 undergraduate and graduate students enrolled in different sections of required introductory instructional technology courses completed surveys indicating how frequently they had utilized various instructional technologies prior to beginning the course. Data analysis indicated that students had more experience with word processing than any other technology upon entry, and they seldom or never used spreadsheets and databases. Experience with information tools (e.g., e- mail, CD-ROM, and the Internet) ranged from seldom to often. By 1998, students reported having more prior experience with e-mail, CD-ROM, and the Internet than they did in 1995. Degree of prior experience varied significantly between groups over time and did not always move in a positive direction. (Contains 17 references.) (SM)

Kirmayer, P., Ed., & Pinnes, N., Ed. (1997). Adult Education in Israel, II-III. 253pp. For volume I, see ED 371 126. This is the second booklet in English that deals with adult education in Israel. The following papers are included: "Editors' Notes" (Paul Kirmayer, Noy Pinnes); "Introduction" (Meir Peretz); "Defining 'Adult Education'" (Yehezkel Cohen); "Planning Study Programs for Adults" (Rachel Tokatli); "The Role of Adult Education: Changing the Individual or Changing the Society?" (Maggie Koren); "Adult Education and Lifelong Education" (Paul Kirmayer); "Heretical Reflections Regarding Adults' Motives for 'Being Educated'" (Dov Friedlander); "The 'Unfinished Business' of Training Adult Educators" (Eitan Israeli); "Teaching Peace to Adults: Dare We Practice What We Preach?" (Benyamin Chetkow-Yanoov); "Adult Education in Israel: Policy and Objectives" (Meir Peretz); "Adult Education Comes of Age: Some New Directions" (David Harman); "Creating the Space for the First Word" (Graciela Spector); "'Distance Education'Looking Forward to the 2000's" (Ora Grebelsky); "Distance Education by Telecommunication in Order to Provide Higher Education to the Periphery" (Zvia Ortner); "The Influence of Mass Media on the FamilyAn Exploratory Model" (Rina Cohen); "Watching Current Events Programs in the Ulpan: An Introduction to Israeli Society and Culture" (Dalia Hoffshteter); "Poorly Educated Women as Consumers of Television: A Different Point of View" (Yehudit Orensztajn); "International Contacts with Institutions and Organizations" (Paul Kirmayer, Noy Pinnes); "Summary of a Visit to an Adult Education Center in Turkey" (Shoshana Broner); "International Seminars on Adult Education in Israel" (Moshe Adorian); "A Seminar for Middle East Educators Summer, 1995" (Haim Itkis); and "Publications: The Cream of the Crop (2)" (Yehudit Orensztajn). (MN) ED410392

Kistan, G. C. (1996). Appropriate Media versus Multimedia. 6pp. In: Learning Technologies: Prospects and Pathways. Selected papers from EdTech '96 Biennial Conference of the Australian Society for Educational Technology (Melbourne, Australia, July 7-10, 1996); see IR 017 931. Effective use of media and technology is a challenge and an opportunity for educators. The traditional educational paradigm presents a situation where educators provide instruction based on their knowledge and experience. The technology-based paradigm provides access to modern storage technologies at a student workstation, so that students can now access and manipulate information at a faster rate. The choice of teaching methods and media depends on the learning situation, the learner, subject, the educator, and the institution. Long term cost implications should be calculated to include the cost of production, hardware and software, and total hours per day the system can be utilized. The ASSURE model (B. B. Seels and R. C. Richey) has become a widely accepted guide to help educators plan for and implement the use of media. The steps in this model are: analyze learners; state objectives; select media and materials; utilize media and materials; require learner participation; and evaluate and revise. Educators and administrators need to be properly prepared to promote and manage technology that is useful to education. (AEF) ED396729

Kitao, S. K., & Kitao, K. (1999). Fundamentals of English Language Teaching. English is not the most widely spoken language in the world, but it is the most widely used by non-native speakers, making the teaching of English as a Second Language a very important endeavor. This book provides an overview of English language teaching, giving the reader a general background on the issues related to language teachingparticularly language acquisition. Topics covered include the following: reasons why people study English; the history of language teaching methodology; fundamentals of language learning and acquisition for both first and second languages; the relationship between language and other skills; the importance of instructor teaching plans; teaching of the four skills (speaking, listening, reading, writing); teaching vocabulary; teaching about English-speaking cultures; and the role of evaluation in teaching (techniques for doing it effectively and how to use such information). The book also includes chapters on using technology in the classroom; how to find and use the resources available from teacher professional organizations; professional development; and a guide to information available via the Internet. There is also an appendix about the Web resource offered by the authors, "On-Line Resources and Journals Related to ELT, Linguistics, and Communication." (KFT) ED436975

Kleingartner, A., Anderson, C. S., & University of California Los Angeles. Institute of Industrial Relations. (1987). Human resource management in high technology firms. Lexington, Mass.: Lexington Books. Hf5549 .h79 1987

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[Lincoln, NE: American Library Association ;

_____. (1999 Length: 55 Page(s); 1 Microfiche). Commonwealth of Pennsylvania Adult Education Section 353 Special Demonstration Projects. Project Abstracts for the Fiscal Year 1997-1998. This document contains project abstracts for 29 adult basic and literacy education (ABLE) demonstration programs that were conducted in Pennsylvania in 1997-1998 through grants funded under Section 353 of the Adult Education Act. Each abstract includes the following: project name, number, purpose, impact, outcomes, conclusions/recommendations, project continuation and/or future implications, product(s); project director, and descriptors. Among the project topics are the following: school-to-work for adults; adult educators in the workplace; alternate high school diploma program; adult practitioner excellence; intercommunication support in adult education; building communities for learning; relative effectiveness of open entry/open exit classes and closed entry classes that require attendance; cooperative learning staff development; English-as-a-second-language institute; promising ABLE practices; from jail to job; Pennsylvania Action Research Network; Pennsylvania Adult Literacy Practitioner Inquiry Network; preparing adult educators for a "work first" instructional model necessitated by welfare reform; promoting student retention through student support groups; rural co-options for lifelong learning implementation; a special needs survey; statewide staff development regarding adults with learning differences; success stories from ABLE; technology in adult school-to-work; transmission of data through technology; comprehensive welfare-to-work model for adult literacy providers; and Pennsylvania's Adult Basic and Literacy Education Professional Development Newsletter. (MN) ED427176

Larkin, J. M., & Sleeter, C. E. (1995). Developing multicultural teacher education curricula. Albany: State University of New York Press. Lb1715 .d48 1995

LeBlanc, P. (1993). Writing teachers writing software : creating our place in the electronic age. Urbana, Ill.

Letscher, J., Culik, H., Phillips, C., Young, G. H., & Tibbs, C. (1998). Breaking Boundaries: The Experience of a Team of Educators Who Set Out To Explore How One Aspect of TechnologyWeb Page DesignCould Develop Understanding of the TeachingThinkingLearning Dynamic Which We Call Education. 45pp. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (50th, New Orleans, LA, February 25-28, 1998). A collaborative Internet Web page design project broke disciplinary, college, and classroom boundaries when used to re-imagine teaching-thinking-learning possibilities to reconfigure education. The collaboration, named Tools for the Mind: Using Technology for Mindwork, involved teacher education students and university professors from the University of Detroit Mercy; teachers from an urban elementary school; and pupils. Action research stimulated an interdisciplinary systems approach to developing discourse communities for breaking boundaries created by restrictive mental models. Initial brainstorming across cultural boundaries led to articulation of purpose, audience, and content ideas for the Web page. Participants shared resources and ideas in order to complete the planning. Once the initial planning group designed the beginnings of the Web page, they opened it up to interaction by all of the school's teachers attending a summer workshop in technology. The project found that cultural perspectives were essential in developing discourse communities to break boundaries, utilize differences, and strengthen collaboration. Issues of equity of access to knowledge, learning, and technology need to be addressed within context in order for visionary-practical change to occur. Seven appendices present information on (1) the Four Cities Professional Development School Network; (2) Tools for the Mind: Supporting Mindwork with Technology; (3) Strategic Plan (K-16) for Tools for the Mind; (4) Hampton Web Site Plan; (5) Cool Sites for Teachers/Curriculum/KidsHampton Web Site; (6) Hampton Web Site; and (7) Summer Curriculum Technology Workshops. (Contains 52 references.) (SM) ED417173

Levin, B. B. (1999). Is the Class of 1998 Ready for the 21st Century School? Longitudinal Study of Computer-Using Teacher Candidates. This study examined how elementary teacher candidates in a program that emphasized the integration of computer-based technologies as tools for teaching and learning used technology, both personally and professionally, during the teacher preparation program. The study also examined factors that influenced their disposition to use and integrate computer-based technologies into their teaching. This paper presents baseline data from three points during the preservice component of a longitudinal study of members of a second cohort group of preservice elementary teachers involved in educational technology. It describes four factors, some internal or personal Others external or contextual, that influenced the dispositions of preservice teachers toward integrating technology across the curriculum: sense of self-efficacy about teaching and using computer tools; attitudes about using computer-based technologies; skill and knowledge base about computer technology; and actual usage of technology in classrooms during internships and student teaching. In addition, several illustrative cases convey the scope of technology integration by elementary student teachers during the first phase of the study. Results suggest that prospective teachers can and will apply what they have learned about computer-based technology to their teaching situations. Study participants had relatively positive efficacy for teaching, high efficacy and attitudes about using specific computer-based technology, and above average computer literacy upon graduation. (Contains 29 references.) (SM) ED432556

Lighthall, L., Ed., & Haycock, K., Ed. (1997). Information Rich but Knowledge Poor? Emerging Issues for Schools and Libraries Worldwide. Research and Professional Papers Presented at the Annual Conference of the International Association of School Librarianship Held in Conjunction with the Association for Teacher-Librarianship in Canada (26th, Vancouver, British Columbia, Canada, July 6-11, 1997). 416pp. For individual papers separately analyzed, see IR 056 587-616. Papers presented at this conference were grouped under the following seven broad themes: "Thinking Skills: The Bridge Between Data and Knowledge"; "From Today to Tomorrow: Bridging the Future"; "Cultural Understanding: Bridging Diverse Culture"; "Cultural Expression: Creating Bridges of Meaning"; "Access to Information: Narrowing the Gap"; "Mass Media: Spanning the Globe"; and "Summation." Titles and authors of the thirty papers presented are as follows: (1) "Attitudes of Youth toward Reading before and after a Motivational Project" (Shirley A. Fitzgibbons); (2) "Critical Thinking: Tools for Internet Information Evaluation" (Mary Ann Fitzgerald); (3) "High School to University: What Skills Do Students Need?" (Eileen Daniel); (4) "Information Skills: The Reflections and Perceptions of Student Teachers and Related Professionals" (Kay Wilson); (5) "Integrating Information Technology into and across the Curriculum: A Short Course for Secondary Students" (Eleanor B. Howe); (6) "An Interdisciplinary Model for Assessing Learning" (Robert Grover, Jacqueline McMahon Lakin, and Jane Dickerson); (7) "Meeting Drug Information Needs of Adolescents" (Ross Todd); (8) "Living and Learning in the Global Village" (Gene Burdenuk); (9) "Evolution and Revolution in School Library Practice" (Suzette Boyd); (10) "Information Literacy: Teacher's Perspectives of the Information Process" (Judy O'Connell and James Henri); (11) "The Impact of a Technology-Rich Environment" (Dania B. Meghabghab and Catherine Price); (12) "It's the Same the Whole World Over: Bridging the Gap in New Zealand" (Elizabeth Probert and John Fowler); (13) "Library Power as a Vehicle for the Evolution of Change" (Shirley A. Tastad and Julie Talman); (14) "Not Extinct School Libraries for Learning and Leadership" (Kay Ellen Hones); (15) "Our Patch vs. Their Patch: Information Technology and Literacy in Schools" (Barbara Yates); (16) "A Reality Check: The Challenges of Implementing Information Power in School Library Media Programs" (Cheryl Ann McCarthy); (17) "Teacher-Librarians in Learning Organizations" (Jean Brown and Bruce Sheppard); (18) "We've Done Research, Now What? Multimedia Authoring as a Report Tool" (Michelle Larose-Kuzenko); (19) "Accepting Tolerance and Diversity" (Madeleine Hoss and Roslyn Wylie); (20) "Best Children's Picture Books from Abroad: Valuing Other Cultures" (Maureen White); (21) "Information for All: Resource Generation and Information Repackaging in Nigerian Schools" (Virginia W. Dike and Nancy Amucheazi); (22) "The Impact of the Prince Edward Island School Library Policy on the Development of School Library Programs Across Prince Edward Island" (Ray Doiron and Judy Davies); (23) "Libraries and Reading Habits Among Elementary School Children: The Concept of the Classroom Collection" (Snunith Shoham); (24) "Providing Potential for Progress: Learning Support for Students with Special Educational Needs" (Margaret Kinnell Evans and Peggy Heeks); (25) "The Relationship of School Materials and Resources to Reading Literacy: An International Perspective" (Victor Froese); (26) "The School Librarian as Internet Mediator: A Case Study and Evaluation" (James Herring); (27) "Planning for Action: Turning Meaningful Data into Programs and Promotion" (Eleanor Howe, Jack Stack, and Marcia Rettig-Seitam) (28) "Teacher-Librarian? What's in a Name? Making Meaning from Metaphor" (James Henri); (29) "Delphi Studies: The Value of Expert Opinion Bridging the GapData to Knowledge" (Arthur Wizenried); (30) "The Information Literacy Movement of the School Library Media Field: A Preliminary Summary of the Research" (David V. Loertscher and Blanche Woolls). (SWC) ED412942

Lilyquist, J. G. (1998). Are schools really like this? : factors affecting teacher attitude toward school improvement. New York: Plenum Press. Lb2822.82 .l55 1998

Love, A., & Sikorski, P. P. L. (2000). Integrating Technology in a Montessori Classroom. The importance of the prepared environment to the Montessori educational philosophy necessitates careful teacher training to successfully implement computer technology in the Montessori classroom. This paper explores the views and experiences of 11 Montessori teachers in integrating computers in their classroom. The paper maintains that Maria Montessori would likely embrace computer technology in the classroom and that the current question should be when, where, and how children should be introduced to computer experiences rather than whether they should be exposed to computers. The concerns of Montessorians with regard to educational technology are presented, including insecurity when encountering the unknown and concerns about diluting the purity of the Montessori philosophy and method. The paper also lists characteristics of computer software that should be considered in software selection. Benefits of appropriate computer software are described. Also detailed are the impressions of 11 Montessori public school educators who evaluated the use of iMac software specifically and educational technology generally. The teachers suggested that computer software complement the Montessori curriculum and allow the child to move to a more abstract level after mastering the Montessori manipulatives. Teachers generally used the iMac software to support the program through research or extensions of lessons. Almost all the teachers agreed that technology reflects the Montessori philosophy because children need to adapt and be knowledgeable about technology. The paper concludes with a discussion of the use of the Internet. (KB) ED441600

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Malave, L. M., Ed. (1994). National Association for Bilingual Education (NABE). Annual Conference Journal, NABE '92-'93. 143pp. For selected individual papers, see FL 022 342-350. 1992 Conference held in Albuquerque, New Mexico. 1993 Conference held in Houston, Texas. This collection of papers on bilingual education, presented at the previous two NABE annual conferences, focuses on special programs, gifted and talented education, special education, and innovative teaching approaches. Articles include: "Writing Instruction for Limited English Proficient Students: A Survey of Teachers' Perceptions" (Laurie R. Weaver, Yolanda N. Padron); "Curriculum Extension for the Gifted and Talented Student with Limited English Proficiency" (Judith A. Marquez, Cheryl B. Sawyer); "Developing and Using Collaborative Bilingual Special Education Teams" (Kathleen C. Harris, Ann Nevin); "A Qualitative Assessment Method for Accurately Diagnosing Bilingual Gifted Children" (Virginia Gonzalez, Patricia Bauerle, Maria Felix-Holt); "Consultation and Collaboration: English as a Second Language and Regular Classroom Teachers Working Together" (Rita van Loenen, Perry Kay Haley); "Valued Youth Program: Dropout Prevention Strategies for At-Risk Youth" (Maria Robledo Montecel, Josie D. Supik, Aureli Montemayor); "Bilingual Technology Equalizes Opportunities in Elementary Classroom" (Angela Mielke, Chencho Flores); Staff Development Specialists for Bilingual and Bicultural Education Programs: A Training Program" (Liliana Minaya-Rowe); "The Emergence of the Framework for Intervention" (Joan Wink); and "Effective Bilingual and ESL Teachers: Characteristics and the Oral Language Proficiency of Their Students" (Lilliam M. Malave). (MSE) ED372640

Margerum-Leys, J., & Marx, R. W. (1999). Teacher Education Students' Beliefs about Technology. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Page Length: 60. To gain the perspective of nine students currently being prepared to become teachers, this study used semi-structured interviews to examine their beliefs about computer-based educational technology. Areas for study included their views on the role of technology in the K-12 classroom, as well as their beliefs about their own skills in using technology and their perspectives on the most effective means of acquiring skills and implementing technology-infused activities into their classroom practice. Analysis found that participants' beliefs could be grouped into eight categories: background information; social dynamics; computers as used by teachers; computers as used by students; curriculum; learning about using computers; knowing about using computers; and availability of computers at school sites. Representative participants' responses in each category are reported, giving a detailed view of these preservice teachers' beliefs. Appendices include the coding structures and coding response tables. Contains 56 references. (Author/AEF) ED429589

McFarlane, T. A., Hoffman, E. R., & Green, K. E. (1997). Teachers' Attitudes toward Technology: Psychometric Evaluation of the Technology Attitude Survey. 13pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Teachers' attitudes play a critical role in the effectiveness of technology. The Technology Attitude Survey (TAS) was developed to assess teachers' attitudes toward the general use of technology as an educational tool in the classroom. Reliability and validity of the TAS were investigated. A small pilot study showed high reliability. Pretest and posttest data were then collected from 86 foreign language teachers participating in a training program on the use of technology to enhance foreign language instruction. A single underlying factor explained item intercorrelations. Reliability for the measure was high. Validity was supported by moderate correlations with the computer competency scale of the Teacher Effectiveness Scales. The TAS appears to be a reliable measure of teachers' attitudes toward technology. The Scale is attached. (Contains two tables and eight references.) (Author/SLD) ED411279

McHaney, J., Wallace, D., & Taylor, B. (1998). Kennesaw State University Classroom Technology Initiative. 42p. The purpose of the Kennesaw State University (KSU) Coca Cola/Board of Regents Classroom Technology Initiative was to develop preservice and inservice teachers' expertise in educational technology such as computers, presentation software, and multimedia and to teach educators to apply those skills to content instruction. Project goals were to determine the types of technology currently being used in area middle and high-school classrooms, offer technical skills instruction to teachers and college faculty, apply the new skills to the integration of technology into instruction, and evaluate program impact. The project involved faculty from the professional teacher education unit at KSU, public school teachers from six area school systems, and middle and secondary school preservice teachers in KSU's Bagwell College of Education. The project included two phases. Phase 1 involved determining skill levels and types of technology available in middle and secondary classrooms, identifying faculty, and offering both hardware and software technical skills instruction to classroom teachers and college faculty. Phase 2 involved forming collaborative teams to implement the projects, implementing the projects, and providing additional skills training as needed. Projects were evaluated to learn more about the potential for technology integration to help middle-school, high-school, and college-level students. Three attachments, which comprise the bulk of the paper, contain project descriptions, the Technology Integration Survey, and the Technology Integration Survey results. (SM) ED425125 You be able to order this document from the ERIC Document Reproduction Service.

McMullen, D. W., Goldbaum, H., Wolffe, R. J., & Sattler, J. L. (1998). Using Asynchronous Learning Technology To Make the Connections among Faculty, Students, and Teachers. 10pp. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (50th, New Orleans, LA, February 25-28, 1998). This paper traces the evolution and application of asynchronous teaching and learning tools at Bradley University (Illinois), emphasizing their use in teacher education. The paper details the utilization of e-mail, the World Wide Web, and CyberProf, highlighting collaborative projects that emphasize mentoring and professional development. In the 1980's Bradley University began equipping the campus with networked computers. Faculty and students began to teach and learn asynchronously using e-mail. Project Telecommunications in Education sent student teachers into their student teaching assignments equipped with computers, modems, and e-mail access. Student teachers could communicate with university supervisors, fellow student teachers, and other e-mail users about the student teaching experience. They used listservs to communicate asynchronously with faculty. Student teachers put their journals on e-mail, which offered faculty convenient access to them. Faculty and students use the World Wide Web for source materials, publications, communication, and delivery of entire courses. A partnership between the university's Slane College of Communication and Fine Arts and the College of Education and Health Sciences has resulted in the production of interactive CD-ROM's as learning tools for medical students. The College of Education and Health Sciences is conducting a project to utilize technology to improve student learning in mathematics and science, provide relevant clinical experiences for preservice educators, encourage inservice teachers to develop online projects, and employ preservice teachers as technology mentors. Asynchronous learning tools have enhanced teacher education in many ways including creating links with the K-12 community, providing professional development opportunities, encouraging collaborative relationships, and developing new ways of mentoring. (SM) ED418069

Metze, L. H., Mike; Eakles, David; Murley, Tim. (1998 Length: 8 Page(s); 1 Microfiche). Integrating Technology into Teacher Preparation Programs. During the spring of 1992, a partnership between Western Kentucky University, Jostens' Learning Corporation, and three school districts was formed for the purpose of developing an implementation model for the integration of technology into teacher education. Following integrated instruction on the university campus and the partnership schools, preservice teachers receive practical experience in elementary, middle, or secondary classroom. These living laboratories provide students in the teacher education program the opportunity to experience and work with instructional technology. The corporate partner provides software, hardware, and consultation to the university and partner schools; in return, they receive feedback about their products. The teacher education curriculum has been restructured so that every course includes components on the use of instructional technology, field placements, student teaching, and internships all use technology. Each of the school partners has reported that their students have benefited from the partnership. Also cited is the "culture" for success that has resulted from the university involvement in the partnership schools. This is reflected in the impact on student learning; a table presents increases in test scores. (AEF) ED427765

Miller, C. J., Jr. (July 1999). Use of the Internet in Teaching Mathematics in the Community College. 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. This study focuses on one narrow segment of the electronic technology revolutionthe utilization of the Internet in community college mathematics courses. The study's primary interest is in community college mathematics programs in New Jersey. Thus, it considers the general use of the Internet by the mathematics departments in New Jersey's nineteen community colleges. The second component moves to the national level, which focuses on the use of the Internet to offer on-line mathematics courses rather than on the general use of the Internet. The goals of this component were to see how New Jersey compared to the nation in this area and to get input from mathematics faculty members who already offer on-line courses. Out of the 774 web sites for two-year colleges across the country in the study, 34% indicated that the college offered on-line courses, but only 10% indicated that they offered on-line mathematics courses. Several possible reasons are offered to explain the scarcity of on-line math courses. If colleges plan to offer on-line courses, they must be ready to provide a 24- hour help line for students. Technical support for faculty must include training on Web site development, strategies for using the Web effectively, and on how to use necessary software, e-mail, and chatrooms. Educators need to determine the characteristics that will allow a student to be successful in an on-line course. Adequate hardware is also a major consideration in going on-line. The survey instruments are appended. (VWC) ED437114

Mills, K., & Shelly, B. (1996). A Collaboration To Apply Advanced Information Technologies in Education. 9pp. In: Call of the North, NECC '96. Proceedings of the Annual National Educational Computing Conference (17th, Minneapolis, Minnesota, June 11-13, 1996), see IR 018 057. A collaboration among teachers, education researchers, and computations scientists is described. The collaboration sought to apply advanced information technology in the K-12 classroom. In the Syracuse University Living Schoolbook project, developers created prototype Education Information Infrastructure (EII) services, conducted teacher team training, and established teacher projects to create multimedia content for EII services established. The EII services, which support new, individualized, interactive models of learning, are based on a client-server model linking high-performance multimedia servers with clients in the project schools over a gigabit testbed network. Seven integrated project layers and associated products and activities in the Living Schoolbook Project are identified: (1) assessment; (2) classroom; (3) curricula; (4) EII services; (5) Living Schoolbook prototypes; (6) core National Information Infrastructure services; and (7) base technologies. Large scale projects combining the expertise and resources of teachers, education researchers, computational scientists, the media industry, and computing and communications vendors are needed to develop education as a National Challenge application. (AEF) ED398891

Moallem, M., & Others. (1996). Technology Resource Teachers: Is This a New Role for Instructional Technologists? 33pp. In: Proceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. Public schools have created the position of the Technology Resource Teacher (TRT) in an attempt to establish a technical and instructional support system at the school level to assure the proper usage of technology (particularly computers) by both teachers and students. This study explores the roles and responsibilities of the Technology Resource Teacher (TRT), and the effects of the TRT's role on the integration of technology in the classroom. The study also examines how the TRT's role differs from that of instructional designers/technologists in the same position. The study was conducted at six middle schools in a school district in southeastern North Carolina, with data collected through interviews, classroom, workshops, and site observations, records, reports, documents, questionnaires, attitude surveys, and focus group discussions. Results showed that the role and responsibilities of TRTs are primarily instructional, although technical and administrative responsibilities are also expected. Excellent communication skills, the ability to understand the dynamics of teaching and the role of teachers, being able to work closely with classroom teachers, and familiarity with the school context all contribute to the success of the TRT. TRTs' instructional strategies varied, however; they did not conduct needs analyses, did not prioritize needs, did not have specific objectives, nor did they have a planned action for implementation and evaluation. Had the TRTs been trained in the field of instructional design, they would have combined their experience in the school environment with an analytical, systematic, and evaluative approach. Suggestions for improvement include: (1) recruit educators to become potential instructional designers in the public schools; (2) include a public school internship component to instructional technology programs; (3) provide inservice instructional technology training for public school teachers; and (4) target potential employment opportunities such as Technology Coordinator, Technology Resource Teacher, and other public school technology positions. A copy of the computer survey is appended. (Contains 18 references and 22 tables.) (Author/SWC) ED397823

Montgomery, D., Ed. (1997)., 434pp. For selected individual papers, see RC 020 987-999 and RC 021 000-026. For 1996 conference proceedings, see ED 394 746. ED406085

Morley, L. (July 30, 1999). Expanding Preservice Teachers' Tools for Effective Teaching. Paper presented at the Annual Conference on Technology in PE and Sport (Chattanooga, TN, July 30, 1999). This paper discusses how one university infused technology into physical- education (PE) methods courses required for all students seeking K-12 certification in PE or a minor in PE. The researcher began by designing and developing interactive Internet-based course material using WebCT. She converted the course syllabus and class lecture notes and identified useful web links to help students with their learning and application of course content. WebCT's bulletin board was used to develop a volunteer national network of mentor health and PE instructors. This allowed mentors and PE methods students to engage in dialogue throughout the semester. Another network was established collaboratively with another university's health and PE instructor so students at both schools could exchange ideas and concerns. The researcher constructed several multimedia interactive tutorial programs to teach students the content used in the Physical Education Teacher Assessment Instrument. Finally, she constructed a web page that shares information; highlights students' home pages; enhances communication between student teachers, cooperating teachers, and university supervisors; and promotes the teaching program. She surveyed methods course students and mentors to determine their reaction to technology integration. Results indicated that the mentors liked the experience much more than the students, though both groups considered the experience enjoyable and were glad they had participated. (Contains a list of Internet resources.) (SM) ED432548

Moursund, D., & Bielefeldt, T. (1999 Length: 60 Page(s); 1 Microfiche). Will New Teachers Be Prepared To Teach in a Digital Age? A National Survey on Information Technology in Teacher Education. This report describes a national survey of U.S. schools, colleges, and departments of education (SCDEs) to determine how they prepared new teachers to use information technology (IT) in their work. A 32-item survey had respondents rate their teacher- training institutions on coursework, faculty capacity and use of IT, facilities, field experience opportunities, and graduates' skills. A total of 416 institutions responded, or about one-third of U.S. SCDEs for 1997-98. Data analysis indicated that the technology infrastructure of education increased more quickly than SCDEs could incorporate new tools into teaching and learning. Faculty IT skills were comparable to student IT skills, but most faculty did not model IT skills in teaching. Distance education and computer-assisted instruction only affected small proportions of preservice teachers. Most programs did not have written, funded, current technology plans. Most institutions had IT available in K-12 classrooms for student teaching, but IT was not used routinely during field experiences. The number of hours of IT instruction integrated into other courses had a moderate correlation with other survey scores, but the number of hours of formal IT instruction did not. The integration factor (items that addressed graduates' classroom skills and actual use of IT during college training) was the best predictor of other survey scores. Two appendixes present the survey form and supplementary tables. (Contains 25 references.) (SM) ED428072

Mullens, J. E. (1995). Classroom Instructional Processes: A Review of Existing Measurement Approaches and Their Applicability for the Teacher Followup Survey. Working Paper Series. 36p. This paper describes current efforts to collect data on classroom instructional processes and to recommend ways to advance those efforts. The paper begins with a review of current survey methods for gathering such data; it continues with an evaluation of their appropriateness for use in the Teacher Followup Survey (TFS) (Schools and Staffing Survey); and it concludes with a recommendation for the 1994-95 TFS of specific types of survey items that would provide national estimates of important elements of classroom instructional processes. It then briefly establishes the criteria by which existing approaches to data collection are evaluated. These are: (1) relationship to student achievement; (2) relevance to policy; (3) appropriateness for the TFS sample; and (4) item level of specificity. Within the parameters of the four critical dimensions encompassing the instructional process and related elementspedagogy, professional development, instructional materials and technologies, and topical coverage within coursesexisting measurement approaches are presented, described, and analyzed. Finally, by employing the evaluation criteria to assess the appropriateness and applicability of these approaches for incorporation in the TFS, an approach is recommended that is suited to the particular requirements of that nationally representative sample. Survey instruments are listed in an appendix. (Contains 11 references.) (SLD) ED418119

Murfin, B. (1995). A Survey of Telecommunications Use by Secondary School Science Teachers in New York City. 18pp. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (San Francisco, CA, April 22-25, 1995). This study is an attempt to determine the extent of telecommunications use by secondary school science teachers in the Queens borough of New York City. Science teachers in 39 middle schools and 32 high schools were surveyed in May, 1994, in the following categories of information: access to computers, hardware preference, hardware in use, access to the Internet, use of modems, and use of telecommunications and the Internet. A 27 percent response rate was obtained. Results indicate: low levels of access to computers (60 percent of respondents claimed no access); a desire to use computers in the classroom and a preference for the use of IBM compatible computers; a contradiction in hardware preference and hardware-in-use (32 percent of respondents used Macintosh computers, 24 percent used Apple IIe's, and 19 percent used IBM compatibles); limited access to the Internet (over 60 percent of respondents declared no access to telecommunications within the school); low levels of modem use (almost half reported they had never used a modem); and almost all teachers were unfamiliar with common techniques used on the Internet. The survey instrument is included. (LZ) ED381400

Mushi, S. L. P. (1998). Information Technology and the Curriculum Process in Developed and Developing Countries: A Comparative Analysis and the Changed Role of the North American Teacher. 29p. This paper critically analyzes the interrelationships among information technology, the curriculum process, student exposure to information technology, and the role of the teacher in developing countries and in the developed world. The paper provides highlights about the tremendous amounts of information readily available in, and accessible through, computer networks around the world (e.g., the Internet). Students' exposure to information technology and computer networks varies, ranging from little or none in developing countries (e.g., Tanzania) to everyday use in most parts of developed countries (e.g., the United States). However, the education industry appears to be globally lagging behind in utilizing information technology to enrich school learning. North American teachers are urged to take the lead as facilitators of structures for synthesizing the information students access and gearing it toward a higher quality of learning. The paper discusses the changed role of North American teachers, and it draws implications for classroom practices and teacher qualities. Fin ally, it suggests a collaboration between teachers in the developed world and the developing world to reduce the ever-widening gap with regard to information technology. (SM) ED427008 You be able to order this document from the ERIC Document Reproduction Service.

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Major, C., Pines, R., & National Education Association of the United States. (1999). Teaching to teach : new partnerships in teacher education. Washington, D.C.: National Education Association. Lb1715 .t436 1999

Marcinkiewicz, H. R. (1994). Practicing vs Future Teachers: Comparisons and Correlates of Computer Use. 7pp. 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. For related article, see IR 016 749. The variables that are related to teachers' use of computers were studied using 2 groups: 170 practicing elementary school teachers and 167 undergraduate education majors (preservice teachers). Computer use was classified into nonuse, utilization, and integration using the Levels of Use Scale developed by the author Others. Expectancy was assessed by teacher locus of control and self- competence, with teacher locus of control reflecting teachers' beliefs in their influence over student outcomes. The levels of use reported by practicing teachers differ widely from the preservice teachers' expectations of future levels of use. Preservice teachers overwhelmingly expect to use computers for teaching. Computer use was predicted for both groups by variables that are highly correlated: self-competence and perceived relevance. Because the expectations of computer use by preservice teachers are high, the new generation of teachers allow the promise of educational computing to be fulfilled. One table summarizes findings. (Contains 24 references.) (SLD) ED373738

Marlowe, B. A., & Page, M. L. (1998). Creating and Sustaining the Constructivist Classroom. 203p. This book addresses key issues that teachers raise about creating and sustaining constructivist classrooms, providing practical tips, techniques, and examples to allow step-by-step implementation of constructivism and ongoing evaluation of student progress. The book gives directions for use at any grade level and includes checklists to evaluate progress along the way. It provides practical assistance with issues related to inclusion, gifted and talented education, classroom management, technology integration, administration, parents, and the community. Chapter 1, "Armed and Dangerous: A Cautionary Tale," explains one new teacher's experiences in the reality of high school. Chapter 2, "Back to the Future," discusses what constructivism is, research results, and changing from traditional to constructivist classrooms. Chapter 3, "Coming of Age: The Active Learning Movement," explains the activity and active learning movements. Chapter 4, "Look before You Leap," discusses how to investigate your own classroom before moving forward. Chapter 5, "Back to the Real Basics," discusses the content/process question and how to get back to the basics, touching on multiple intelligences. Chapter 6, "Getting Your Feet Wet," outlines three models. Chapter 7, "Diving In: Teachers Tell Their Stories," presents various teachers' experiences. Chapter 8, "Untangling the Web: Technology in the Constructivist Classroom," examines technology use in constructivist classrooms. Chapter 9, "Making the Most of the Classroom Mosaic," describes how to work with diversity. Chapter 10, "Redemption and Bon Voyage," revisits the teacher from the first chapter and asks questions about creating constructivist classrooms. (Contains 128 references.) (SM) ED418081

Marr, B. (December 1999). ANAMOL: A Creative Experience Using Communications Technology. ARIS Resources Bulletin, 10, 4, 1-3 1999 December. The Adult Numeracy and Mathematics On-Line (ANAMOL) project investigated the use of online technology as a medium for professional discussion, networking, and collaboration among a small group of isolated adult numeracy practitioners in Australia. After investigation of several methods of online communication, freeware was selected because, in most educational organizations, the use of online systems is complicated by conditions and limitations related to official enrollment or registration of all users. Using freeware packages had particular advantages, such as no cost, ease of use, and independence from outside organizations and people. The two packages selected were "People-Link" and "Discus"; this software was supplemented with electronic and postal mail. The project involved an induction session, followed by a series of discussions focused on weekly readings related to numeracy teaching and assessment issues. After a few weeks, most of the participants were fascinated with this new form of communication and gained confidence in its use. Advantages of this form of communication included the scope of the discussion, the ability to distribute it to all participants, and the ability to post messages whenever one wanted, rather than waiting for a gap in the dialog. Project outcomes included creation of a bank of adult numeracy teaching and learning activities made available online, reduction in isolation among practitioners, and increase in ability to use technology. Obstacles were mostly related to technological and access problems. (Contains 10 references.) (KC) ED436678

Masters, D. G. (1996). Public Library Services for Home Schooling. ERIC Digest. ED376117

Mattson, B. (1994). Inservice Education and Professional Development. NSTEP Topical Bibliography. 42p. This bibliography on inservice education and professional development in special education lists 364 references grouped into the following categories: general references (82); adult learning (7); needs assessment (12); planning and designing staff development (11); incentives (1); models of inservice and continuing education (33); mentoring programs (6); professional development schools (3); evaluation (10); team orientation (14); school improvement and restructuring (16); integration and inclusion (33); administration (6); secondary level (4); beginning teachers (6); early childhood education (15); teacher focused (27); paraprofessionals (16); technology and distance learning (40); and papers from the Technology in Teacher Education fifth annual conference of the Society for Technology and Teacher Education (22). References date from 1980 through 1994 and include journal articles, books, conference papers, and government reports. (DB) ED377647

Maxwell, D. J. (1997). ConnecTEN: A Case Study of Technology Training for Teachers. 28p. In 1996, Tennessee became the first state to connect every public school to the Internet via a single network, ConnecTEN. This case study examines the staff development opportunities made available to teachers for training in the use of computer-based technology, focusing on teachers' perceptions of the effectiveness of the training and their integration of the Internet into their curriculum. The training involved a series of faculty meetings to discuss Internet uses in education, an in-house workshop on how to use the system, and day and evening courses available to address Internet topics. The case study group consisted of 47 faculty members at one urban public elementary school. Data were collected over 7 months using a series of surveys and interviews (via the Internet Experience Survey, Internet Training Evaluation Form, Internet Use Tally, and ConnecTEN Teacher Training Interviews). Results indicated that most faculty members had not received Internet training, and of those who were trained, most felt the training was not adequate. The teachers had four key issues concerning the effective classroom use of the Internet: sufficient access; adequate use and practice time; readily available and effective training; and conspicuous administrative support. (Contains 20 references.) (Author/SM) ED416193

McCormack, V. (1995). Training Preservice Teachers in Applying Computer Technology to Lesson Planning as a Component of the Elementary School Methods Curriculum. 67pp. Ed.D. Practicum, Nova Southeastern University. This practicum was designed to expand the preservice teacher's ability to understand and demonstrate the use of computers and new technologies in elementary school lesson planning. Teachers were expected to focus on acquiring skills to operate a computer, computer applications, and other technological resources as tools for learning and instructional practice during a 12-week period. Pre- and post-implementation questionnaires were administered to test teacher attitudes on recognizing, valuing and believing in the advantages of technology in the elementary classroom, especially in future lesson planning. A checklist of word processing skills was used to measure actual achievement. Questionnaire results showed that all participating preservice teachers valued and recognized technology use. Outcomes also revealed that all teachers were able to demonstrate their abilities in word processing and multimedia design in lesson planning. An analysis of data from the practicum indicated that with basic word processing, multimedia skills, and a hands-on approach, technology can be integrated with lesson planning. Data is illustrated in four tables. Appendices include: teacher questionnaires, word processing skills and multimedia knowledge checklists, and lesson plan checklists. Contains 40 references. (MAS) ED382190

McGinnis, J. R., & Parker, C. (April 1999). Teacher Candidates' Attitudes and Beliefs of Subject Matter and Pedagogy Measured throughout Their Reform-Based Mathematics and Science Teacher Preparation Program. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). This study reports the use of a valid and reliable instrument, "Attitudes and Beliefs About the Nature of and the Teaching of Mathematics and Science," to measure teacher candidates' attitudes and beliefs about the nature of mathematics and science teaching. This paper examines how teacher candidates felt over 3 years. Teacher candidates were from the Maryland Collaborative for Teacher Preparation (MCTP), a National Science Foundation- funded undergraduate teacher preparation program for specialist mathematics and science elementary/middle school teachers. The student teachers completed the instrument in MCTP classes twice each semester for two semesters, then completed it by mail over three more semesters. The instrument had five subscales: beliefs about the nature of mathematics and science; attitudes toward mathematics and science; beliefs about the teaching of mathematics and science; attitudes toward using technology to teach mathematics and science; and attitudes toward teaching mathematics and science. Data analysis indicated that the MCTP was affecting participants' attitudes toward and beliefs about mathematics and science in the intended direction on all five subscales of the instrument. The magnitude of change was statistically significant for three of the subscales and approached significance for one other. (Contains 5 tables, 5 figures, and 34 references.) (SM) ED433341

Moran, M. G., & Jacobi, M. J. (1990). Research in basic writing : a bibliographic sourcebook. New York: Greenwood Press. Z5818.e5 r468 1990

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_____. (1995). New Horizons in Education: Journal of Education, Hong Kong Teachers' Association, 1995. 125p. The bilingual (Chinese/English) journal published annually for Hong Kong educators contains articles in a wide range of areas and at all levels of education. Articles include: "Micropolitics in Managing Bi-Sessional Primary Schools: A Case Study of the Interactions between Partner School Heads" (Cheung Wing-ming); "On Features of Implementation of the Whole School Approach to Guidance" (Xiaodong Yue); "Quality Distance EducationThe OLI Model" (James Y. W. Tong); "Team Development: A Multidimensional Approach" (Allan Walker, Kenneth Stott); "The Investigation of the Management Technique and Leadership Strategy a Primary Headteacher Should Possess Through Historical Events of the Ancient China During the Second Century" (in Chinese) (Chan Ling Hay); "Change in Education and Social InvolvementHong Kong Experience" (in Chinese) (Au Yeung Chi); "Managing Tutors in Distance Education: Further Issues for Consideration" (Kenneth Chee- kwong Chao); "Review of Cycle Timetabling System" (in Chinese) (Ho Kwok Keung; Wong Wai Keung); "Students' Misconceptions in Solving Mechanics Problems" (Lo Lam Fat and Au Yeung Po See); "Environmental Education in Hong Kong Secondary School: State of the Art" (John Chi-kin Lee); "Promoting Teachers Use of Instructional Technology in Hong Kong" (Sabrina Su-fen Chin); "Chinese Language Teachers' Self Evaluation on Their Professional Knowledge" (in Chinese) (Ho Man-koon); "Fieldwork in Geography: A Review of Purpose and Practice" (Philip Stimpson); "Preparing 'Small' Environmentalists Through Activity-based and Interdisciplinary Environmental Teaching" (Tammy Kwan); "Common Errors of Using Chinese Words Among Junior Secondary Students" (in Chinese) (Tse-Shek Kam; Others). (MSE) ED392259

_____. (1996). NABE News, Volume 19. 350p. Volume 19 of the newsletter of the National Association for Bilingual Education, which spans the period from September 1995 to August 1996, contains a variety of articles on issues and developments in bilingual education policy and programs, including: two way bilingual education; language information from the 1990 Census; cultural influence and learning styles among Korean students and Korean- Americans; American Indian and Alaska Native education; affirmative action; federal policy formation and appropriations; the English-only movement; English- as-a-second-language (ESL) teaching; educational technology and language-minority students; Asian-American student diversity; bilingual program staff development; cooperative learning; stabilizing indigenous languages; ESL for home use; Internet resources; Laotian students; program administration; teaching linguistically diverse populations; parent involvement and influence; Goals 2000; bilingual teacher education; local policy formation; software selection; classroom first language use; special education; urban education; native language instruction; program exit criteria; and Chinese-American child literacy education. Program descriptions, editorials, professional notes and resources, event calendars, and book reviews are also included in each number. (MSE) ED399824

_____. (1997). National Council of Teachers of Mathematics 1997-98 Handbook: NCTM Goals, Leaders, and Position Statements. 33pp. Designed by Kristina Currin. For more than 75 years, the National Council of Teachers of Mathematics (NCTM) has been dedicated to improving the teaching and learning of mathematics. NCTM provides professional development opportunities through annual, regional, and leadership conferences and publishes journals, books, videos, and software. This handbook offers information about NCTM, the "NCTM Standards," NCTM goals, leaders, position statements, officers, conference dates, phone numbers and e-mail addresses for contacting the organization. (ASK) ED421343 Available from: National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 20191-1593.

National Education Association of the United States. (1999). Teaching with technology. [Washington, D.C.?]: National Education Association. Lb1044.88 .t44 1999

Nekovei, D. L. (1997). Assessment of Beginner Teacher Performance Utilizing Video Technology. 30p. A study was conducted to investigate the feasibility of using video as a method of beginning teacher observation. In addition, the study investigated whether or not trained observers (raters) could score beginner teacher performance videotapes reliably using a 4-point holistic scoring scale. To this end, the researcher collected 24 beginning teacher performance videotapes and had 12 elementary school teachers, the raters, score each videotape using a four-point holistic scoring scale that was developed for the study. In sum, it appears that videotape performance assessment that uses a holistic scoring scale is a viable and cost effective method of teacher evaluation. It was also learned that camera condition is not a significant factor in terms of obtaining consistent scores on the performance videotapes. A 20-to-30 minute tape appears to provide ample teacher performance information for obtaining consistent judgments by raters. (Contains 2 figures, 13 tables, and 32 references.) (Author/SLD) ED409360

New York: Dowden Hutchinson & Ross ;

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

Noll, C. L., Ed., & Graves, P. R., Ed. (1996). The Business Education Index 1996. Index of Business Education Articles and Research Studies Compiled from a Selected List of Periodicals Published during the Year 1996. Volume 57. 233p. This index, which was compiled from a selected list of 45 periodicals published in 1996, lists more than 2,000 business education articles and research studies. Articles are listed under the following subject categories and subcategories: basic business (accounting, consumer awareness, economics, entrepreneurship/small business, finance investments, international business, management, marketing); communications (business English, collaboration, court reporting, electronic, multicultural, presentations, speaking, writing); curriculum (colleges and universities, elementary, graduate, junior high/middle school, postsecondary/community college, secondary/high school); document design and production (graphics, keyboarding, page design, reprographics, typography, word processing); general educational issues (administration, counseling, international education, standards); information systems (data security, database management, decision support systems, electronic imaging, end-user computing, expert systems, hardware, networks, optical disk, records management, software, systems analysis); office management (equipment and supplies, ergonomics and facility management, mail management, support staff); personnel issues (diversity, ethics and law, occupational information, performance evaluation, professional development, temporary staffing, work behavior); research methodology/issues; teaching issues (classroom management, diverse populations, instructional technology, student organizations, student recruitment, teacher preparation, teacher performance, testing and evaluation); teaching strategies (adult learners, business education, cooperative education, global/cultural awareness, technology education, vocational education); and training and development (instructional design, performance improvement, program evaluation, workplace impact). An author index is also included. (MN) ED411420

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O'Neill, P. H., Jr. (1995). Student/Teacher Satisfaction with Interactive Instructional Technologies. 6pp. Paper presented at the American Vocational Association Convention (Denver, CO, December 1995). Southeastern Regional Vocational-Technical High School located in South Easton, Massachusetts, and which serves approximately 1,300 students from multicultural backgrounds and various socioeconomic communities, is currently using several types of interactive instructional technologies. The school's graphic communication program is a laboratory with state-of-the-art tooling, and its computerized office technology program uses IBM computers that are networked through the Novell system, allowing students to work dependently and independently in three settings: medical, legal, and general. Students in the school's health services programs use CD-ROM to learn medical technology; robot dolls with interchangeable HyperCards allow for simulations of illness and irritability. The school's science laboratories use laser discs and a video lab system that provides instructors with Flexcam cameras and microscope adapters for interactive television laboratory applications. Teachers at Southeastern have access to several graphics workstations that help them prepare/present stimulating arrays of interactive lessons. The students and teachers who use the new interactive instructional technologies are excited by its prospects and are learning the immediacy of interactive technology. The teachers have become facilitators, and the students have become fine-tuned apprentices ready to accept the challenges posed by a rapidly changing society. (MN) ED391011

O'Rourke, J., & Schachter, L. (1997). The Janus Project. New Learning Technologies: Promises and Prospects for Women. A Discussion Paper. 80pp. For related proceedings, see CE 074 675. This discussion paper explores the extent to which new learning technologies can help make learning more available, accessible, and compatible with women's needs and goals. The following topics are discussed: the paper's framework and data sources (discussions with individuals from all regions of Canada whose experience encompasses a range of formal and nonformal education and training, a review of literature on women and new learning technologies, and a review of public policy documents related to technology and learning); expectations and educator provision of access for women and the four levels of access (infrastructure and community, institutional, and individual access); costs and use of resources (values and cost, payment for education and training in Canada, and comparative costs of "old" and "new" technologies); quality and equality of learning (perspectives on learning, different learning tasks, instructor perspectives, keeping a holistic approach in the forefront, the economic rationale); opportunities for learning (nonformal learning and information sharing, formal learning, good examples, the global picture); and tools and strategies (finding and sharing information, evaluating programs, discovering real options, exploring underlying values, conveying concerns to decision makers). A 21-item annotated bibliography and 99-item bibliography are included. (MN) ED411404

Obringer, S. J., & Kemp, S. C. (1992). The Effect of Computer Technology by Braille Students on Instruction Time. 17pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Knoxville, TN, November 11-13, 1992). This study used a single-subject design to investigate the feasibility of using computer access technology by Braille reading students who are mainstreamed. The technology would reduce the time that vision teachers spend transcribing Braille work for mainstream teachers and thereby increase the time vision teachers spend in direct instruction and consultation. Three Braille students and their three vision teachers were the subjects of the study. Students used various software programs including speech access programs. During the intervention, the Braille reading students each used a computer and computer access technology to do their classwork and produce a print copy for their mainstream teacher. For all three teachers, there was a marked decrease in the amount of time spent transcribing the students' classwork from Braille to print when the student used computer access technology. There was also an increase in the amount of time the teachers spent in direct instruction, although there was not an increase in consultation time. Data collection forms are appended. (Contains 14 references.) (DB) ED418541

Okamoto, T., & Nakagawa, M. (1998 Length: 7 Page(s); 1 Microfiche). A Case Base Reasoning System on the Internet for Reference of Information Technology Education for Teachers. 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. Some figures not reproduce clearly. This paper describes the development of a case-based system for information technology (IT) education, to be used in high schools across Japan, so that teachers can share a common knowledge about IT education. The first section covers the study purpose and describes the case-based system, including registration of cases, searching cases, and adjusting search results. The use of case-based reasoning (CBR) theory in the construction of educational systems is described in the second section. The third section outlines the following components of the system architecture: use of the World Wide Web; the case base, including profile, contents, and address descriptors; the interface; case registration; and case search, including approximate cases and the similarity function. The final section explains the process of CBR learning in more detail, including case modification, case diagnosis, and case repair. Three tables present possible values for profile, contents, and address descriptors. (DLS) ED428707

Omoregie, M., & Coleman, B. (1997). Technology Infusion: The Impact of Technology Infusion in Creating Quality Instructional Materials. 12pp. Paper presented at the Annual National Conference on Creating the Quality School (6th, Oklahoma City, OK, March 20-22, 1997). In 1996, teacher educators at the Jackson State University School of Education (Mississippi) implemented the Technology Infusion Project (TIP) for core academic subjects. The project consisted of a comprehensive multimedia computer training program to enlighten participating preservice teachers on how to deliver instruction in English, the arts, geography, and history by utilizing technological tools. Tools included networked multimedia computers, digital cameras, scanners, printers, video projectors, overhead projectors, compact disc recorders, television sets, and personal video conferencing systems. The project provided 2 weeks of technological training during the summer for 20 preservice teachers. After completing training, participants developed multimedia projects to represent their areas of specialty. Participants completed an evaluation instrument that examined whether they felt technology infusion played a significant role in (1) developing quality instructional materials, (2) students' academic performance, and (3) preservice teacher preparation. Data on school district students' academic performance were also analyzed. Results indicated that most participants believed technology infusion played a significant role in developing quality instructional materials and was important for preservice teacher education. The academic performance of preservice teachers and students increased by 75 percent in core academic subjects. (SM) ED415213

Oregon Council for Computer Education., International Council for Computers in Education., & International Society for Technology in Education. (1995). The Computing teacher ( Vol. Began with issue for May 1979.). [Eugene, Or.: International Council for Computers in Education. Qa75.5

Organisation for Economic Co-operation and Development. (1991). Information technology standards : the economic dimension. Paris: Oecd. Hc79.i55

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_____. (1997). Promoting Progress in Times of Change: Rural Communities Leading the Way. Conference Proceedings of the American Council on Rural Special Education (San Antonio, Texas, March 26-29, 1997). This proceedings includes 62 papers on rural special education. Papers present promising practices for rural special education, current research, program descriptions, discussions of theory, and topics of timely concern. The papers are organized in order of presentation, and are categorized in a topical index under the following subjects: administration, at-risk students, collaborative models, early childhood, gifted, multicultural concerns, parents and families, professional development (including preservice and inservice education), technology (and distance education), transition, and other concerns (including low incidence populations and special agencies). An index of over 130 presenters and their affiliations is included. (SV)

_____. (1998). Promoting Quality Teacher Education for an Interconnected World. International Yearbook on Teacher Education 1997. {Proceedings} from the World Assembly of The International Council on Education for Teaching (44th, Muscot, Sultanate of Oman, December, 1997). In two volumes. Including the World Assembly Communique and Recommendations submitted by ICET to UNESCO. This proceedings provides teachers with a review of current research and innovative programs and practices viewed from an international perspective and offers to improve the quality of teacher education worldwide. The World Assembly theme was supported by plenary sessions and research-based paper presentations focusing on four topics: (1) redefining inservice and preservice teacher education for a technologically-linked interdependent world; (2) promoting professional qualities of teachers and teacher educators to improve existing knowledge of the personal, organizational, and social factors which influence the career-long learning and development of teachers and teacher educators; (3) improving the quality of teacher education through curriculum development to remodel curricula and prepare teachers and teacher educators for the 21st century with an openness to diversity and the multimedia superhighway; and (4) redefining excellence in education by fostering partnerships between teachers/higher education and business/industry in a global marketplace and involving business/industry and teacher/higher education in collaborative activities for mutual benefit. The report's seven sections include research and analysis by education leaders worldwide; a compilation of keynote and concurrent session papers delivered by Omani education leaders and scholars; academic papers presented during concurrent sessions by international educators; and the World Assembly communique and recommendations. (SM) ED433301

Pacheco, J., Day, B. T., Cribelli, S., Jordan, J., Murry, B., & Persichitte, K. A. (February 1999). Web-Based Menus: Font Size and Line Spacing Preferences. In: Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology {AECT} (21st, Houston, TX, February 10-14, 1999); see IR 019 753. The study investigated the elements of font size and line spacing in World Wide Web menus for both a scrolled and not scrolled condition with a sample of undergraduate university students. Subjects were 185 students enrolled in 13 section of educational technology preservice teacher courses at the University of Northern Colorado. Students were asked to rank their preferences of four distinct Web menu screens. The four screens included these combinations: default font, double-spaced; large font, double-spaced; default font, single-spaced; and large font, single-spaced. The screens were adapted for two additional conditions: long menus (scrolled) and short menus (not scrolled, designed to be fully viewed on one screen). The content of the menus was lists of endangered species. Results indicate that users prefer large fonts and double line spacing in both scrolled and not scrolled treatments. (MES) ED436136

Packard, R. D., & Others. (1995). A University Dispersed: Innovations in the Development of Cohort Programs and Multiple Course Delivery Systems. Critical Factors in the Development and Evaluation of Innovative Programs To Meet Students' Educational Needs. 46p. Newly adopted objectives for improving Arizona graduate educational efforts for student teachers in remote, rural areas are presented, specifically regarding the increased use of current information technology resources, such as television and computer modem courses. Current options as well as future possibilities are considered, such as partnerships, cohort groups, and advanced technological delivery systems (ATDS). Successful implementation of new technologies for teaching and learning requires that even faculty who are not directly involved in such programs should be made aware of them, as many everyday, local challenges be addressed with similar technological innovation. It is concluded that holistic assessment and formative evaluation are crucial to program accountability and the continued success of a university program dispersed to remote regions and foreign borders. Appended exhibits, which comprise half the document, include the actual plan of the system to be implemented; media articles that prompted the review; pilot program description; research findings on cohort programs; and an evaluation of a modem-conducted, graduate ATDS. (NAV) ED392756

Pallas, A. I. (1996). Technology and the Three Stages of Teaching. 7pp. In: Proceedings of the Mid-South Instructional Technology Conference (1st, Murfreesboro, Tennessee, March 31-April 2, 1996); see IR 018 144. The way in which teachers use technology in their instruction is often a function of their educational and technological background, their previous teaching experience, and the amount of attention the instructor pays to the goals of the course. The three stages of teaching elicit the following types of questions: (1) survival: "How can I survive the day/semester?" and "How can I cover all the material in the time allotted?"; (2) improving the basic curriculum and delivery methods: "How can I do what I am doing better?"; and (3) achieving specific results through technology use in the classroom: "What am I trying to accomplish?" Technology can be used at all levels of the cognitive and affective domains of learning, but it not be the most effective approach. The best use of technology is determined by the curriculum and determining what needs to be accomplished. The paper discusses different interpretations of curriculum in relation to the use of technology. Faculty and administrators need to take the time to analyze curricula, assess learning goals, and determine the best way to achieve those goals, before spending money on technology. Reasons for and against using technology in a class should both be considered. (SWC) ED400791

Palmieri, P. (1997). Technology in Education...Do We Need It? ARIS Bulletin, 8, 2, 1-5 1997 Jun. Technology is the subject of so much attention in education today, first, because of its prevalence; second, because it promises to provide education at lower cost; and third, because technology can help some people to participate more easily in education, to learn more effectively, and to enjoy learning more. Although there are problems connected with using technology in adult education, such as lack of skills in using technology and lack of access for those without adequate finances to acquire it, technology will continue to be important in education because it will allow learners to access knowledge in their homes, in their workplaces, at times they want to learn. For adult educators, the advent of technology means less lecturing and information imparting as learners acquire more information from outside sources. Teachers will need to advise learners about how to search for information and how to assess the quality of the information they find, and to encourage learners to collaborate in learning. Teachers need skills to select the most suitable delivery methods and technologies for their students and they need the technical skills to operate their chosen technologies. Professional development and technical support are needed. (KC) ED409469

Parks, A., & Pisapia, J. (1994). Developing Exemplary Technology-Using Teachers. Research Brief #8. This research brief answers questions about the in-service training of teachers to use educational technology and offers models of exemplary programs in practice. Only 5% of the teaching force can be considered exemplary technology users, and it is recognized that becoming an accomplished integrator of technology into instruction is a complex and time-consuming process. Successful integration does seem to be related to training. Teachers need formal training in basic operation of computers, integration of software into existing lessons, integration of technology-based instruction into curricula, classroom management activities that allow computer use in school, and other aspects of educational technology. They need administrative and technical support as they learn about computers. Training should be easy, continuous, practical, and accessible in a three-tier approach that begins with learning to operate the computer, moves through learning to integrate the technology into the curriculum and classroom, and then involves annual skill updates. Model training programs from the following sites, several of which are urban, are described: (1) Monterey Unified School District (California); (2) Webster Elementary School, St. Augustine (Florida); (3) Calcasieu Parish Schools, Lake Charles (Louisiana); (4) Northshore School District, Bothell (Washington); (5) Chesterfield County School Division (Virginia). The Chesterfield County program consists of a three-level teacher training program that provides stipends for teachers who instruct other teachers. (SLD) ED411360

Peace, T. M., Mayo, K., & Watkins, R. (2000). Becoming Consumers of Our Own Research: What Really Makes a Difference in Improving Learning? Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (52nd, Chicago, IL, February 26-29, 2000). In: "The Journal of the Southeastern Regional Association of Teacher Educators," Summer 1998. Page Length: 6. This study examines what really makes a difference in improving student learning. Teachers are constantly bombarded with ideas about how to do their work more effectively and efficiently. They must be encouraged to be knowledgeable about recent research in teaching and learning and committed to making solid research findings based on classroom practice. A literature search yields three domains which directly impact learning effectiveness: (1) learning environment; (2) teaching methodologies and student experiences; and (3) assessment and evaluation. The classroom environment has both cognitive and affective elements. Parental involvement and provision of a safe, challenging environment are particularly influential factors in the learning environment. Prevalent factors in teaching methodologies and student experiences include cooperative learning, technology, brain-based instruction, and curriculum structure. The factors and practices of the assessment and evaluation domain which surface as predictors of student success and improved learning are predetermined through learning targets, authentic assessment, questioning, and various assessment strategies. (Contains 45 references.) (SM) ED440078

Peyton, J. K. (1997). Professional Development of Foreign Language Teachers. ERIC Digest. This digest discusses the professional development of foreign language teachers at a time when the foreign language teaching profession is facing a number of new challenges, such as a rapidly changing student clientele, the development of national standards for foreign language education, and advances in technology. The first section of the digest lists some of the challenges that today's foreign language teachers are encountering. The second section focuses on the skills and knowledge that good foreign language teachers need, while the third section discusses ways for teachers to maintain and continue developing these skills and knowledge. The next section provides information on opportunities for professional development, such as programs offered by the federal government and by National Foreign Language Resource centers. The final section includes a number of recommendations for teacher education. Contains substantial resource list. (JL) ED414768

Pisapia, J. (1994). Teaching with Technology: Exemplary Teachers. Research Brief #6. Practices of teachers who use educational technology effectively are reviewed. The difference between the classrooms of exemplary users of technology and low technology users is in the way their classes are conducted. In exemplary classrooms, student use of learning technologies is woven integrally into the patterns of teaching even though technology-using teachers can use resources in different ways, such as drill and practice, simulations, problem-solving activities, and productivity tools. For the majority of teachers, integrating use of computers into the curriculum remains a practice at the cutting edge, since several studies indicate that exemplary technology users are but 5% of the teaching population. Integrating technology into the learning process takes a great deal of effort by the teacher, but teachers can be encouraged to adopt innovations in light of their own goals, the culture of the school community, and their own interpretations of the information they receive about new approaches. Most teachers cannot integrate computers into their classes without support. They need examples of computer use and training in computer techniques. As a result, exemplary computer-using teachers are likely to be found in districts that provide support for teacher learning and where leadership is concerned about equity of access. (SLD) ED411359

Pisapia, J. R., Knutson, K., & Coukos, E. D. (1999). The Impact of Computers on Student Performance and Teacher Behavior. Paper presented at the Annual Meeting of the Florida Educational Research Association (44th, Deerfield Beach, FL, November 10-12, 1999). Page Length: 23. This paper reports on a 3-year computer initiative implemented by a school district in a metropolitan area. The initiative began in 1996 and continued through 1998. The school district of 44,000 students funded 5 computers and an ink jet color printer in each elementary classroom in 34 schools. The purpose of this study was to determine the impact of the initiative on student achievement and teacher behaviors. Data were collected through teacher surveys and standardized test scores. The first conclusion supported by the findings is that student achievement can be influenced by the appropriate integration of computer technologies into instruction. Students with access to computer aided instruction had increased standardized reading test scores. Different findings were noted for mathematics and writing. It is possible that the relationship between the initiatve and improved reading scores was influenced by intervening factors not measured in the study. Researchers also concluded that teachers' ability to integrate technology-assisted instruction into their classroom routines could be influenced by staff development and technology support. An implication from the analysis is that implementation planners should find ways to assist teachers in classroom management and positive external reinforcement schemes. (Contains 12 tables and 6 references.) (SLD) ED438323

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_____. (1997). Report to the President on the Use of Technology To Strengthen K-12 Education in the United States. 137p. While a number of different approaches have been suggested for the improvement of K-12 education in the United States, one common element of many plans is the more extensive and more effective utilization of computer, networking, and other technologies in support of a broad program of systemic and curricular reform. The Panel on Educational Technology was organized in April 1995 to provide independent advice to the President on matters related to the application of various technologiesin particular, interactive computer- and network-based technologiesto K-12 education in the United States. This report presents its findings and recommendations, which are based on a (on-exhaustive) review of the research literature and on written submissions and private White House briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. The Panel's major recommendations include: focus on learning with technology, not about technology; emphasize content and pedagogy, not just hardware; give special attention to professional development; engage in realistic budgeting; ensure equitable, universal access; and initiate a major program of experimental research. The report contains an executive summary and ten sections: (1) Introduction; (2) Potential Significance; (3) Hardware and Infrastructure; (4) Software, Content and Pedagogy; (5) Teachers and Technology; (6) Economic Considerations; (7) Equitable Access; (8) Research and Evaluation; (9) Programs and Policy; and (10) Summary of Findings and Recommendations. (SWC) ED410950

Radin, S., & Lee, F. (1984). Computers in the classroom : a survival guide for teachers. Chicago: Science Research Associates. Qa76.27 .r33 1984

Reagan, S. B., Fox, T., & Bleich, D. (1994). Writing with : new directions in collaborative teaching, learning, and research. Albany, N.Y.: State University of New York Press. Lb1032 .w65 1994

Resta, P. (1998 Length: 7 Page(s); 1 Microfiche). Collaborative Technologies as a Catalyst for Changing Teacher Practices. 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. Project CIRCLE, a project conducted by the University of Texas Learning Technology Center in collaboration with the Austin Independent School District and the Eanes Independent School District, explored the use of network-based tools to help change teacher practices toward more student-directed and constructivist approaches to learning. Through the use of groupware, the project developed collaborative knowledge-building communities within two high schools. The project demonstrated the efficacy of the tools to help foster collaboration within and between classrooms and the use of high school students as technology mentors for teachers. Topics discussed include: (1) project focus and specific goalsto establish a collaborative knowledge-building community of teachers and students in the school, to develop the CIRCLE model training program, and to develop a self-sustaining program of training and technology infusion in the schools; (2) the approach and tools for collaborative learningFirstClass, Daedalus, and TeamFocus; (3) project evaluation methods, including both quantitative and qualitative components; and (4) findings related to the Project CIRCLE Training Model, developing collaborative learning communities, developing a self-sustaining program, teacher utilization and perceptions of student mentors, the role of student mentors, and effects of the CIRCLE Learning Model on students' learning, performance, behavior, and attitudes. (Author/DLS) ED428714

Richman, E. (1985). Random House spotlight on computer literacy : Teacher's guide ( Rev. ed.). New York: Random House. Qa76.9.c64

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Sanders, J. S., Koch, J., & Urso, J. (1997). Gender equity right from the start. Mahwah, N.J.: L. Erlbaum Associates. Lc213.2 .s25 1997

Saurino, D. R., Bentley, M., Glasson, G., & Casey, D. (1999). Preparing Science Teachers Using Distance Learning: Urban and Rural Students Collaborate Using Video Teleconferencing (VTEL) Technology. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching (Boston, MA, March 28-31, 1999). Page Length: 19. Universities and colleges have attempted to enhance education through the use of video teleconferencing. This paper reports on a videoconferencing effort between two campuses of the Virginia Polytechnic Institute and State University using synchronous two-way audio and video equipment to allow two groups to interact. The teleconference was facilitated by television cameras and microphones at both locations that permitted video and audio to be transmitted in both directions. The two campuses in the study are located in rural and urban areas and serve as sites for teacher education graduate programs in mathematics and science. The collaborative action research study described in this paper is an investigation of students' use of videoconferencing as a reflective tool for sharing ideas and programmatic experiences in two contrasting locations and cultures. Contains 17 references. (WRM) ED429827

Savage, L., & Werner, J. (1994). Potpourri of Resources To Tap Gifted Education in Rural Areas. 7pp. In: Montgomery, Diane, Ed. Rural Partnerships: Working Together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES) (14th, Austin, Texas, March 23-26, 1994); see RC 019 557. This paper addresses problems in providing educational services to gifted students in rural areas and discusses feasible solutions. Rural schools face numerous obstacles such as small numbers of identified gifted students; limited resources and funding; locations distant from universities, libraries, and cultural activities; difficulty in obtaining trained personnel; and differences in cultural values. Rural schools need to explore programming options such as developing regional centers for gifted programs, providing opportunities for students to participate in independent study, matching gifted students with mentors, developing residential programs, and holding regional or national academic competitions. Capitalizing on the strengths of the rural community entails creating a database of community resources, implementing oral history projects, and encouraging student involvement in community problem-solving projects. The use of available technology such as videotapes, telecommunications, videodiscs, interactive television, and distance learning programs can alleviate the isolation of rural schools. Equally important is the need for teachers of gifted students to develop a professional network to provide support to their programs, and to have opportunities to receive ongoing training through regional workshops, summer institutes, distance learning, and correspondence courses. School districts and individual teachers of the gifted need encouragement and professional networking to locate solutions that are best for their local communities. (LP) ED369601

Sharan, S. (1999). Handbook of cooperative learning methods. Westport, Conn.: Greenwood Press. Lb1032

Sleeman, P. J., & Rockwell, D. M. (1975). Instructional media and technology : a professional's resource. Stroudsburg, Pa.

Slick, G. A., Ed. (1995). Emerging Trends in Teacher Preparation: The Future of Field Experiences. 170pp. For related documents, see SP 036 130-132. This is the fourth in a series of four books presenting a variety of field experience program models and philosophies that drive the programs provided to preservice teachers during their undergraduate teacher preparation. This book focuses on critical issues facing teaching education in the future, in particular field experiences. Major themes addressed include adequate training for preservice teachers in multicultural education; consensus-building, problem- solving, and decision-making skills; use of technology; legal issues related to teaching; and international field experiences. Following an introduction by Gloria Appelt Slick, the book is divided into 10 chapters: (1) "Using the Past; Guiding the Future" (Scott Hopkins); (2) "The New Psychology of Supervision" (Arthur L. Costa); (3) "Promoting Reflective Practices" (H. Jerome Freiberg); (4) "A Legal Primer for Student Teachers" (Julie Fisher Mead and Julie K. Underwood); (5) "Field Experiences in Multicultural Environments" (Rafael Lara-Alecio and Emilio Rendon); (6) "Using Technology To Prepare Teachers: Future Possibilities" (Joan P. Sebastian); (7) "Developing Leadership in Preservice Teachers" (Sandra Lee Gupton); (8) "What Happens after Student Teaching: The First Five Years" (Genevieve Brown and Beverly J. Irby); (9) "Learning from International Field Experiences" (Laura L. Stachowski and James M. Mahan); and (10) "Bits and Pieces: Everything Else You Wanted To Know about Field Experiences of the Future" (Gloria Appelt Slick and Kenneth Burrett). Each chapter contains references. (ND) ED385512

Slough, S. W., & McGrew-Zoubi, R. (1996). Area under Constructivism: A Pilot Study Using a World Wide Web Home Page To Assess Professional Development. 16pp. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (St. Louis, MO, March 31, 1996). The purpose of this study was to evaluate the potential of World Wide Web Home Page construction as a way for teachers to demonstrate their professional development as they construct new professional knowledge and networks. The focus of this pilot study was to begin looking at the connections to learning that a Home Page can demonstrate without having to train the teacher as a computer programmer. The teacher subjects (n=7) participated in a constructivist-based summer institute to promote excellence in science teaching. The use of and publishing on the Internet were stressed as essential skills of the 20th century science teacher with teacher participants contributing to a collaborative Home Page. Teachers with no Internet experience prior to the institute were able to begin contributing to the collaborative Home Page with less than 4 hours of Internet "surfing" and 30 minutes of HTML code (the code of the Web) programming instruction. Contains 19 references. (Author) ED396919

Smith, G. R., & Carroll, G. (2000). On-Line Tutoring by Preservice Teachers. Paper presented at the Annual Meeting of the Michigan Association for Computer-Related Technology Users in Learning (Grand Rapids, MI, March 10, 2000). Page Length: 34. This activity involved on-line tutoring by preservice teachers for high-risk students. It was part of a Technology Literacy Challenge Fund grant from the Michigan Department of Education. The project provided iMac computers and other technology resources in 20 classrooms within four Detroit public schools. Each computer was connected to the school district server for Internet access. The project provided additional technology resources for each school's computer lab or media center. In these schools, the majority of students were eligible for free or reduced lunches, and their academic achievement was substantially below state averages. Regular instruction for teachers helped them explore ways in which they and their students could use some of the educational applications available through the Internet. Teachers selected five students who could improve their academic achievement through this additional support. Preservice teachers were trained in how to plan and proceed with tutoring in how to use the software. Students and preservice teachers used a telephone connection during tutoring sessions for verbal exchanges, while the Internet connection was for displaying games, Web sites, and text. Written transcripts of the online tutoring sessions provide feedback on the program. Data are examined using Vygotsky's Zone of Proximal Development. (Contains 18 references.) (SM) ED440056

Smith, M. A. (1995). An Examination of Effective Models for Chapter 1 Intervention in Elementary Schools. 33p. This study examines effective models for use of Chapter 1 funds. The interventions for Chapter 1 of the Elementary and Secondary Education Act are examined for several Northern California Bay Area elementary schools. Ten teachers answered questions related to the current Chapter 1 program in effect at their school sites. Responses indicate that the majority of teachers describe their Chapter 1 program models to be based on one or a combination of the following interventions: (1) classroom support; (2) support from additional classroom helpers; and (3) use of computers or other technology. While teacher responses supported the effectiveness of many of these interventions, their replies seldom described schoolwide projects and out-of-school instructional time, both of which are supported by research as viable for Chapter 1 intervention. Appendix A contains the cover letter for the teacher survey, and Appendix B presents the survey itself. One table presents some findings on student achievement. (Contains 10 references.) (SLD) ED383808

Soares, L. M., & Soares, A. T. (1998). Teaching in the Millennium. Paper presented at the Summer Meeting of the Association of Teacher Educators (San Antonio, TX, August 1999). This paper presents a model for teaching in the new millennium. The model comprises 9 years of in-depth study, field experiences, and community service. This paper describes the model, which features a high school charter program for careers in teaching, undergraduate course clusters, graduate internships, and residencies. Section 1 introduces the issue of teaching in the new millennium. Section 2 focuses on preparation for powerful teaching, examining the charter high school program; undergraduate years; graduate programs (apprenticeships, field associates, and internships); and 6th-year programs and residencies. Section 3 discusses new directions for public education, explaining how education must prepare students for the technological age, so schooling must be based upon a new technology that is integrative, interactive, and intelligent. Section 4 focuses on administrative structure, looking at educational leadership and educational management. (SM) ED434089

Solano-Flores, G., Raymond, B., & Schneider, S. A. (1997). Computer-Assisted Portfolio Scoring: Can Technology Enhance the Process of Scoring Portfolios? 20pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). The need for effective ways of monitoring the quality of scoring of portfolios resulted in the development of a software package that provides scoring leaders with updated information on their assessors' scoring quality. Assessors with computers enter data as they score, and this information is analyzed and reported to scoring leaders. The developed structural scoring approach, PerformAce, was tested with responses of teachers to the portfolio component of a teacher certification assessment developed by the National Board for Professional Teaching Standards (NBPTS). Assessors used the PerformAce software as an electronic scoring form with screens that display the description of an attribute at different levels of performance attached to a scale. When all attributes are scored, the program asks assessors for a holistic score for the examinee's performance. Both attribute and holistic scores are stored in the assessor's computer and then transferred to a central computer to allow scoring leaders to identify patterns of ineffective or inefficient scoring. The approach was used with the field test of an NBPTS art teacher examination with eight portfolio entries and four assessment center exercises. Assessors were 127 art teachers who rated 928 portfolio responses. The best possible estimate of the reliability of the assessment was 0.81, and using computers did not affect this reliability. Almost all of the assessors (94%) agreed that the approach helped them make informed decisions and 73% of the scoring leaders thought the software helped them preserve the quality of scoring. Results suggest that the computer-assisted scoring approach does not have an adverse impact on interrater reliability and that computers can be useful tools to manage scoring sessions. (Contains 1 table, 4 figures, and 12 references.) (SLD) ED411310

Solomon, P. G. (1998). The curriculum bridge : from standards to actual classroom practice. Thousand Oaks, Calif.: Corwin Press. Lb2806.15 .s65 1998

Somerville, S. W. (1998). Families, Education, and the Technological Age. 7pp. In: Proceedings of the Families, Technology, and Education Conference (Chicago, IL, October 30-November 1, 1997); see PS 027 175. This paper discusses the use of technology by families who home school. Issu es addressed include the extent of home schooling in the United States, the use of computers by home school families; how the home-schooling parent learns to teach; how the parent helps children learn, including a discussion of unit studies; whether fathers as well as mothers home school their children; and whether home school families can legally meet and share resources. (LPP) ED424993 You be able to order this document from the ERIC Document Reproduction Service.

Somerville, S. W. (1998). High-Tech Home Schooling. 3pp. In: Proceedings of the Families, Technology, and Education Conference (Chicago, IL, October 30-November 1, 1997); see PS 027 175. Directed at home school teachers, this paper criticizes public schools for not embracing technology and suggests that much of the current educational software is inadequate. The paper notes that home schooling families are creating a revolution in the educational software marketplace, because home school teachers are looking for the best tools available. The paper suggests that the computer can automate the drudge work such as developing lesson plans, record keeping, and generating drills and spelling lists, but it can go beyond these mundane uses to help children learn French, piano, typing, publishing, and more. (Author/LPP) ED425012 You be able to order this document from the ERIC Document Reproduction Service.

Specht, J., Wood, E., & Willoughby, T. (April 1999). Computer Training for Early Childhood Educators. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Recent research in early childhood education (ECE) centers suggests that some teacher characteristics are not at a level that would support computer learning opportunities for children. This study identified areas of support required by teachers to provide a smooth introduction of the computer into the early childhood education classroom. Participating were 192 female and 4 male early childhood educators from 3 middle-sized Canadian cities. Subjects completed questionnaires assessing basic knowledge, attitudes toward computers, and information that teachers would like to have regarding computers. The findings indicated that preschool teachers support the use of computers in the ECE environment, but require information that is reliable, systematic, and informed. Findings were used to provide suggestions about the content of training workshops for early childhood educators. (Includes questionnaire used for the study. (KB) ED435481

Standard Rate & Data Service. (1995). Technology media source ( Vol. 1995-). Des Plaines, IL: Srds. Hf5905 .s68

Stegall, P. (1998). The PrincipalKey to Technology Implementation. 13pp. Paper presented at the Annual Meeting of the National Catholic Education Association (95th, Los Angeles, CA, April 14-17, 1998). From a Catholic school principal's viewpoint, this paper explains why principals' technology leadership is essential and offers pointers on how to provide it. Computers have much to offer for progressive, constructivist teachers desiring to increase students' responsibility for their own learning. A survey of principals in 54 elementary schools in 4 South Texas dioceses revealed that 31 percent of the schools had Internet access; 85 percent had a computer curriculum; 56 percent had a technology plan; 44 percent had a technology committee; 81 percent had a computer teacher; and 59 percent included technology in their budgets. When questioned, all principals agreed that technology was an important aspect of a Catholic school. The seven schools with the highest technology scores were diverse but shared one characteristicstrong, enthusiastic principal leadership. Pr incipals were adept at making technology happen despite limited resources and supported their convictions by allocating resources, hiring technology personnel, scheduling classes for students and staff development for teachers, writing grant proposals, and enlisting parental support. Principal s should use computers themselves, seek experts, form a technology committee, talk warily with sales representatives, visit other schools, brainstorm solutions, and hire and train technology-savvy teachers. (MLH) ED424614 You be able to order this document from the ERIC Document Reproduction Service.

Stenson, N. J., Janus, L. E., & Mulkern, A. E. (1998). Report of the Less Commonly Taught Languages Summit (Minneapolis, Minnesota, September 20-21, 1996). 67p. The report summarizes the proceedings of a conference on less commonly taught languages (LCTLs). An introductory chapter describes the origins and organization of the conference, and notes the sponsoring organizations, languages represented by participants, institutions represented, and professional associations to which participants belonged. Three subsequent chapters summarize the plenary talks and small group discussions of the three conference sessions. Topics include: promoting and protecting the LCTLs (student concerns, teacher concerns, enrollments, institutional cooperation, marketing LCTLs, curricular issues); pedagogy and materials (teacher training and professional development options, teacher cooperation and communication, analysis of a survey of participants, availability of pedagogical materials); and delivery systems (governance, technology). Appended materials include the conference announcement and application, the text of the survey of participants, and a list of participants. (MSE) ED423688 Available from: Center for Advanced Research on Language Acquisition (CARLA), University of Minnesota, Appleby Hall 333, 128 Pleasant St., SE, Minneapolis, MN 55455 ($6).

Stitt-Gohdes, W. (1997). American Vocational Education Research Association Proceedings, Annual Convention (Las Vegas, Nevada, December 11-14, 1997). 162p. This proceedings includes the following papers and carousel presentations: "Information Technology Related Career Development Needs of Secondary Vocational Teachers" (Joe W. Kotrlik, Betty C. Harrison, Donna H. Redmann, Cindy S. Handley); "Do Gender and Academic Risk Matter? Influences on Career Decision Making and Occupational Choice in Early Adolescence" (Jay W. Rojewski, Roger B. Hill); "Factors Perceived to Influence the Use of the Program of Activities" (Robert M. Torres, Thomas J. Dormody); "Sources of Influence on Students' Enrollment Decision in Post-secondary Vocational- Technical Education" (Brian A. Sandford, Robert M. Torres); "Linking the NCTM National Council of Teachers of Mathematics Standards to Emerging Vocationalism: A Promising Equation?" (Victor M. Hernandez-Gantes); "Integrating Academic and Vocational Education: An Investigation of the Attitudes and Curricular Values of Administrators and Faculty in the Wisconsin Technical College System" (Jerrilyn A. Brewer); "Gatekeepers of Family and Consumer Sciences/Secondary Home Economics Programs" (Susan K. Webber); "The Role of Social Awareness in the Employment Success of Adolescents with Mild Mental Retardation" (Rhonda S. Black, Jay W. Rojewski); "Motivational Needs of Students Enrolled in Agricultural Education Programs in Georgia" (Jeff Turner, Ray V. Herren); "Impact of Environmental Variables on Community College Dental Assisting Students Who Are At Risk" (Debra S. Daniels); "Student Perceptions of the Affective Experiences Encountered in Distance Learning Courses" (J.D. Thomerson); "Teacher Preparation for Workplace Skill Instruction" (Marcia A. Anderson); "Lessons Learned from an Analysis of Youth Apprenticeship Programs" (Clifton L. Smith); "Evaluating and Improving Tech Prep: The Minnesota Self- Assessment Model" (David J. Pucel, James Brown); "Teacher Characteristics and Activities that Contribute to Students' School-to-Work Transition" (B. June Schmidt, Curtis R. Finch); "Perceptions on Delivery of Biotechnology Instruction" (Dan Brown, Mike Kemp); "Linking the NCTM Standards and Career Curricula: Is Your School Ready?" (Victor M. Hernandez-Gantes); "Model Preservice Teacher Education Program for Agricultural Education" (Kirk A. Swortzel); "A Qualitative Evaluation of Temple University's Program VITAL, a Field-Based, Performance-Based Vocational Teacher Education Program" (Gloria Heberley); and "A Longitudinal Study of Classroom Problems and Strategies" (Betsy Orr, Cecelia Thompson, Dale Thompson). Many papers include substantial bibliographies. (MN) ED424399 You be able to order this document from the ERIC Document Reproduction Service.

Stone, R. (1999). Best Classroom Practices. What Award-Winning Elementary Teachers Do. This book is a hands-on resource that offers ideas, projects, and tips for elementary educators, including lesson plans, calendars and schedules, classroom discussion ideas, uses for new technology, and strategies for working parents. Each of the book's 12 chapters begins with a chapter overview, then offers a collection of articles by teachers who have practical suggestions to share. The chapters are as follows: (1) "Sharing Teacher Philosophies," (2) "Succeeding with Reading and Writing Instruction," (3) "Succeeding with Math Instruction," (4) "Exploring Science, Mathematics, and Technology," (5) "Threading Technology through the Curriculum," (6) "Opening Doors to Parent Involvement," (7) "Integrating Inclusion in the Classroom," (8) "Teaching Social Studies in the Elementary Grades," (9) "Celebrating Art and Music," (10) "Creative Scheduling," (11) "Experiencing Education Abroad," and (12) "Topic Smorgasbord: Sharing More Key Elementary Issues and Perspectives." (SM) ED432572

Straten, G., Ed., & Others. (1996). Reflection at a Distance. An Inventorial Study into Reflection and Teleguidance in Teacher Education. 46pp. This report is a product of the REFLECT project, a collaboration of the Universities of Utrecht, Exeter, Trondheim, and Barcelona. This report describes the design and results of a survey reviewing European research activities in the field of reflective teaching theories and the use of telecommunications technologies in teacher education. The project also has the goal of identifying possible partners for participation in future collaborative research that will enhance the quality and European dimension of current research. An overview is provided of the theoretical framework regarding reflection and teleguidance with a literature review on the uses of telematics for the promotion of reflective practice in teacher education. The design and results of a survey of practice regarding actual use of telecommunications technology in teacher education are presented. The survey was sent to teacher education institutions in the European Union member states and in Iceland, Norway, and Switzerland. Preliminary results based on 64 responses representing 16 countries showed that 10 percent of the teacher education institutions are interested in the use of telecommunications for stimulation of reflection. (Contains 65 references.) (JLS) ED406330

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_____. (1996). Shared Responsibility: Strategies To Enhance Quality and Opportunity in California Higher Education, Report 96-3 and A Supplement to Shared Responsibility: A Resource Guide, Report 96-4. 207p. This report describes the effects of the recession in the early 1990s on institutions of higher education in California including large budget cuts, student tuition increases, enrollment reduction of 200,000, growth in student loans, and lack of state policy. This report recommends that a new compact between the state, the colleges and universities, and the students and their families. California policymakers and citizens are urged to: (1) create a public compact of shared responsibility to maintain opportunity and quality in higher education; (2) expand the use of existing campuses and facilities; (3) utilize the capacity of California's independent colleges and universities through student financial aid programs, rather than building more public institutions; (4) increase student fees modestly to contribute to the support of additional undergraduate students; (5) eliminate mediocre quality and low priority programs and reallocate resources to those of highest quality and priority; (6) accelerate student learning before and during college; (7) establish an incentive fund to encourage cost-effective use of electronic technology for instruction; (8) base college admissions on assessment of achievement; (9) assess student learning; (10) assess the knowledge and teaching skills of new teachers; and (11) deregulate colleges and universities. A supplement explains specific strategies for each recommendation and describes shared responsibility approaches taken at other institutions. (Contains 18 references.) (JLS) ED399852

_____. (1999). Student Performance in Reading and Writing, Grade 4 and Student Performance in Reading Comprehension, Grade 3. Spring 1998. Colorado Student Assessment Program. 2nd Annual Report to the Colorado General Assembly. 64p. This report describes student performance in third grade Reading Comprehension and fourth grade Reading and Writing from the spring 1998 administration of the Colorado Student Assessment Program (CSAP). In this second administration of CSAP, all third and fourth grade students in Colorado were accounted for. The report provides policymakers, educators, parents, and the community with a general accounting and a concise overview of the performance of Colorado's third and fourth grade students relative to the State Model Content Standards in third grade Reading Comprehension and fourth grade Reading and Writing. The report presents results from the first assessment of third grade Reading Comprehension and the second assessment of fourth grade Reading and Writing. Between March 1 and March 26, 1998, 52,373 third grade students in Colorado were assessed in Reading Comprehension; 52,065 fourth grade students were assessed in Reading; and 52,023 fourth graders were assessed in Writing. Part 1 of the report summarizes student performance in third Grade Reading Comprehension, Part 2 summarizes student performance in fourth grade Reading, and Part 3 summarizes student performance in fourth grade Writing. Results on student performance are reported by gender, race and ethnicity, disabling condition, test accommodation, and size of district. Summary results of student performance for each school district and student performance by school socioeconomic classification are also provided. (Contains 28 tables and 3 figures of data; appendixes contain performance level descriptors for grade three Reading, grade 4 Reading, and grade 4 Writing.) (RS) ED426350 You be able to order this document from the ERIC Document Reproduction Service.

_____. (September 1997). Teacher Talk 1997. Report. "Compiled and written by Erin Hardwick and Associates.". This booklet shares what South Carolina teachers said during Teacher Talk, a series of regional dialogue sessions between teachers and the State Superintendent of Education in 1997. Teachers from all levels and disciplines participated in the meetings. Teachers identified learning activities that were highly effective for students, worked in small groups to develop ideas, and shared ideas with the large group. Next, they worked in small groups by grade level to discuss two predetermined issues, then provided responses to the issues. Finally, they named tools, techniques, and support needed for successful implementation of best practices. After introductory information, Section 1 of the booklet, "Teachers' Top Education Issues," discusses class size, accountability, professional development, parent involvement, teacher leadership, testing, public image, curriculum, at-risk students, school safety, discipline and management, technology, and licensure. Section 2, "Tools, Techniques, and Support," focuses on information related to local school districts, higher education, state department of education, and parents and communities. Section 3, "Learning Activity Ideas from Teacher Talk Participants," discusses activities at each grade level. Information from a Teacher Talk evaluation is included. (SM) ED432557

Sayre, N. E. (1995). Focus on Preschool Aquatics: Child Care Regulations. This paper proposes state regulations for the training of child care staff members in developmentally appropriate safe aquatic practices, outlines required features of any pools that children visit, and suggests safe practices for water- related activities at child care centers and swimming pools. The staff training regulation suggestions include requirements for on-duty lifeguards, for cardiopulmonary resuscitation (CPR) training for lifeguards and staff members, and for staff members to know first aid, water safety rules, how to swim, all pool regulations, and other provisions. Pools should be surrounded by a fence, have self-locking gates, have emergency telephone numbers and first aid kits available, have filtration systems, have annual inspection by the local Department of Health, be located away from play areas, have daily chemical checks, and have water temperature at least at 70 degrees. For water activities on site at child care centers, equipment should be cleaned daily and emptied and put away when not in use, staff should have CPR water safety training, and a staff-to-child ratio of one-to-two should be maintained. (JB) ED381527

Schmitt, D. R. (1996). Evaluation of Mathematics Reform. 11pp. Paper presented at the Annual Conference of the Association of Louisiana Evaluators (New Orleans, LA, September 26, 1996). Twenty-seven Louisiana participants in the Middle School Teachers Enhancement Project (MSTEP) were surveyed about the use of the Texas Instruments Math Explorer calculator. An assessment was made to determine the teachers' own existing knowledge of how to use the calculator and guide a program for calculator skill development. Of the 28 total function keys on the calculator, the teachers knew an average of 12 keys. Following participation in MSTEP, the teachers knew an average of 25 out of the 28 keys. The conclusion is that MSTEP provided the teachers with a substantial foundation for using calculators in the classroom, and that the techniques used to teach the teachers could be used with middle school students. Part of the project was to model instructional techniques that are to be used in a "reformed" math classroom, including appropriate calculator use beyond simple addition, subtraction, multiplication and division. Further, teachers showed changes in their ability to use calculators in the classroom and adopted a more positive attitude towards reformed mathematics. (AIM) ED400198

Schnackenberg, H. L. (1999). Teacher In-Service Training and the Incorporation of Technology into Teaching. Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Houston, TX, February 10-14, 1999). For the "Needs Assessment Report" paper, see IR 019 462. Page Length: 8. This paper describes the teacher inservice training that was developed as the result of a technology needs assessment at two elementary schools in Quebec. The workshop was developed as an initial vehicle for enabling teachers to incorporate technology into their teaching. The six days of the workshop are sketched, and the materials used in the workshop are summarized. Workshop objectives are for the participants to be able to: (1) analyze an existing lesson plan to verify that it is instructionally sound, and modify it when necessary ; (2) determine if an existing traditional lesson plan is suitable for the incorporation of Internet resources; (3) identify types of Internet resources available and relevant for the elementary classroom; (4) locate World Wide Web resources that can be incorporated into lesson plans to make them technology lesson plans; (5) state ways of modifying current classroom management techniques to adapt to technology lessons; (6) successfully implement a lesson plan incorporating technology; (7) utilize methods of limiting student access to the Internet; (8) apply appropriate consequences to students who misuse the Internet; and (9) create a long range plan for using technology in the classroom. The field testing of the workshop and its implications are also discussed. (DLS) ED429555

Schnackenberg, H. L., & Savenye, W. C. (1997). A Qualitative Look at Preservice Teacher's Perceptions of the Future of Computers in Education. 6pp. Paper presented at the Annual Meeting of the Association for Educational Communications and Technology (Albuquerque, NM, February 12-16, 1997). A qualitative study was conducted to determine the perceptions of preservice teachers on how computers will be used in schools in the future. Undergraduate students (n=40) were given a 60-minute multimedia presentation on how computer and multimedia technologies are used in schools, followed by group discussions on the ways in which computers will be used in schools in 10 years, and an assigned one-page essay addressing the topic. The study revealed that preservice teachers have high expectations for using computers in their classrooms, some of which are unrealistic for the next 10 years. Many students felt that assignments and materials will be accessed via electronic mail or the Internet (n=37); software will be personalized, self-paced, and written by students (n=32); virtual reality, CD-ROMs, and holograms will be commonplace (n=31); and computers will be voice-activated and have touch-screens (n=30). Other students felt the teacher will still be the center of the classroom and computers will be used for grades and attendance records (n=25); every student will have a computer (n=23); computers will replace books and floppy disks will replace paper (n=18); computers will control fire drills, demonstrations, and career exploration (n=13); computer equipment will not be expensive and computer access will be limited (n=1). Student perceptions and further research are discussed. (Contains 10 references.) (SWC) ED403878

Schnackenberg, H. L., Luik, K., Nisan, Y., & Servant, C. (1999). Teacher In-Service Training, Technology, and Front-End Analysis. A Needs Assessment Report. Paper presented at the Annual Convention of the Association for Educational Communications and Technology (AECT) (Houston, TX, February 10-14, 1999). For the "Incorporation of Technology into Teaching" paper, see IR 019 464. Page Length: 15. This paper reports on a needs assessment, conducted in two elementary schools in Quebec, that examined the use that teachers are making of the computer facilities, as well as their skill and confidence levels in this area. The first section provides a general description of the project, details the sources of information, and discusses the reasons for performing the assessment. Results of the analysis are presented in the second section, including summaries of: interviews with the school board director, the regional technology coordinator, principals, computer resource teachers, and the technology integration specialist at the Quebec Ministry of Education; teacher focus groups; and teacher surveys. The third section presents recommendations, including: description of the performance gap (i.e., the gap between teachers' current use of technology and the ideal vision described by various members of the school community); general recommendations in the areas of professional development, pedagogical support, and technical support; and a format for a workshop to enable teachers to incorporate technology into their teaching. An appendix contains the teacher survey, including results. (DLS) ED429553

Schrum, L. (1995). Telecommunications for Personal and Professional Use: A Case Study. 19pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995). This case study investigated educators as they learned about, embraced, and attempted to implement information technologies. It describes the systems that foster continuing use and the implementation successes and difficulties. This was accomplished by documenting one group of educators enrolled in an intensive graduate course about educational telecommunication, by monitoring individual and group experiences during the course, and by following these educators as they attempted to integrate their skills and knowledge in their school settings and with colleagues. The participants learned to use the internet to investigate subject specific resources, joined listservs, and used tools such as Gopher, telnet, FTP (File Transfer Protocol), WAIS, Veronica, Mosaic, and CU-SeeMe to enhance their exploration. As instructor, the researcher became a participant observer for both classroom and electronic interactions, and a reflective journal was kept throughout the life of the project. Prior to the beginning of the seminar, participants completed surveys to assess their initial knowledge of telecommunications and to determine their expectations. Participants maintained reflective journals and daily logs as they investigated and explored various telecommunications resources. Formal and informal interviews were conducted individually and in groups, and semi-structured questionnaires were sent to participants several months after the seminar ended. The paper provides insights into the current status of information technologies in a rural region, describes the stories of these individuals, and offers recommendations for increased success in future implementation efforts. (Contains 14 references.) (MAS) ED385230

Scott, D. J. (1997 Length: 18 Page(s); 1 Microfiche). The Human Dimension of Computer-Mediated Communications: Implications for International Educational Computer Conferences. "Based on a paper originally presented at Waseda University's Human Science Research Center's 10th Anniversary Symposium (Tokyo, Japan, October, 1997).". This article presents a conceptual framework for the research and practice of educational computer conferences that shifts the focus from the on-line messages being exchanged to the participants' engagement with the conference. This framework, known as the "Iceberg Metaphor" or the "Michigan Model of educational telecommunications," maintains that on-line communication is similar to the tip of an iceberg, whereas a great deal of the conference participants' learning experience takes place off-line. This conceptual framework was used in a recent case study at the University of Michigan regarding preservice teachers' use of a computer conference. The Metaphor's implication for this study was to shift the focus of inquiry from the conference transcript to extensive interviews with the participants to better understand their overall engagement with the conference. A summary of this study and its major findings are presented. The final section of this article discusses the possible implications the Iceberg Metaphor and related research have for the creation, implementation, and evaluation of international educational computer conferences. (Contains 15 references.) (Author) ED427755

Sheffer, S., Ed. (1999). Growing without Schooling, 1999. For 1998 issues, see ED 427 885. This document, comprised of six bimonthly issues of a newsletter, focuses on home schooling and providing parents in the United States and other nations with ideas, activities, research summaries, and resources to teach their children at home. Each issue contains short news items and reports on home schooling, letters from parents, information on the challenges and concerns of home schooling, a focus topic, book and resource reviews, and a resource and information list. Feature reports and letters from parents include the following: (1) "Why Mentors Love Mentoring" (Jan-Feb); (2) "Learning through Play" (Mar-Apr); (3) "On Saying 'I Don't Know'" (May- Jun); (4) "Learning Surprises" (Jul-Aug); (5) "The Art of Listening" (Sep- Oct); and (6) "Parents' Values" (Nov-Dec). (KB) ED435479

Sherry, L. (1997). Linking Technology with Promising Practices To Improve Teaching and Learning. Many of today's teachers are receiving training to perfect their technology skills. One place to begin technology integration during preservice education is at the instructional design level, focusing on student performance assessments and alignment of school curricula with state standards. The Teachers' Internet Use Guide emphasizes alignment of standards and lessons. The Texas Essential Knowledge and Skills standards, with which the Use Guide is aligned, focus on authentic student performance. Technology also offers promise for student projects. Students can use technology to complete authentic projects. However, if they use the Internet to get information, teachers must be concerned about originality and plagiarism. An alternative involves combining student products and performances, to be assessed as a portfolio item. With feedback from teachers, students progressively revise and refine their own products. This teaches them to create and edit professional material. When they complete the product, they can communicate their findings to others using presentation software. This method is important because students learn with peers in a global context rather than in isolation, producing original products and performances that are valuable to themselves Others and that lend themselves to authentic assessment. (SM) ED414277

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_____. (1997). Teaching and Learning. IDRA Focus. 14p. This theme issue includes four articles that focus on teaching and learning strategies to benefit all students, including limited-English-proficient, minority, economically disadvantaged, and at-risk students. "Would You Read Me a Story?: In Search of Reading Strategies That Work for the Early Childhood Classroom" (Hilaria Bauer) discusses how educators of the very young need to provide linguistically meaningful and developmentally appropriate learning environments to enable children to become literate and biliterate. "Los Regalos del Cuento: Accelerating Biliteracy with FLAIR" (Juanita C. Garcia) describes how IDRA's Project FLAIR improves literacy and reading skills through an integrated program that motivates children to read and write by helping them discover the simple joy of reading. "Questions and Examples for Technology in Schools" (Joseph L. Vigil) answers teachers' common questions about technology and gives examples of technology uses in education. "Ethical and Other Considerations on Theory and Practice in Bilingual Student Teaching Seminars" (Olga G. Rubio) describes how collaborative, reflective practices lend themselves to creating a sense of community among future bilingual educators. Unrelated to the theme, "School Finance Equity and Property Tax Changes" (IDRA Information Update) describes proposals to change the Texas school funding system and presents criteria to assess whether proposals will improve the quality of education, increase equity, and provide property tax relief. "Growing Interest in Dual Language Programs" is a sidebar that describes these programs' aim to develop high levels of student proficiency in first and second languages. (TD) ED409130

_____. (1997). Technology @ Your Fingertips: A Guide to Implementing Technology Solutions for Education Agencies and Institutions. 108pp. This document was developed through the National Cooperative Education Statistics System and the National Forum on Education Statistics with funding from the National Center for Education Statistics and support from the Council of Chief State School Officers. The use of colored inks on colored backgrounds cause reproducibility problems. This document was developed to provide assistance to individuals in education organizations who want to learn more about what it takes to develop the best possible technology solution for an organization. It identifies the steps needed to determine technology needs, to list options, to acquire the technology, and to implement a technology solution that will serve the organization today and provide a foundation for the future. The document does not recommend specific equipment and software, nor does it describe how to set up network connections. It does, however, provide a list of specific issues to address during the process to ensure that the technology chosen will meet the organization's needs. Written in non-technical language, the document is aimed at decision makers in education settings. It is organized into 7 chapters, as follows: (1) Knowing What To Do; (2) Knowing What You Need conducting a needs assessment; (3) Knowing What You Have; (4) Knowing What To Get; (5) Knowing How To Implement Your Solution; (6) Knowing How To Train Users; and (7) Knowing How To Support and Maintain Your Technology Solution. Each chapter includes a list of sources for additional information, and an ongoing case study illustrates the process. Includes a glossary and a bibliography of print documents, online documents, and other online resources. (Contains 87 references.) (Author/SWC) ED413887

_____. (1998). Teach in North Carolina. This booklet urges teachers to teach in North Carolina, explaining that North Carolina is fast-growing with much to offer. North Carolina has a strong commitment to improving schools and has received high marks on a national report card for academic standards, student assessment, and providing equitable resources. The framework of educational progress in North Carolina is the ABCs of public education (Accountability, Basics, and maximum local Control). A key initiative is the Excellent Schools Act, a comprehensive plan for improving student achievement, reducing teacher attrition, and rewarding teacher knowledge and skills. There is a growing partnership among North Carolina public schools, leading businesses, and state universities to apply quality management principles in the classroom. Most North Carolina school systems have access to educational technology including the Internet. Teachers have varied opportunities for professional growth and development. Project Transition to Education/Troops to Teachers is designed to attract and assist professionals seeking to begin second careers in teaching. Eligibility for teacher certification is based on satisfactory completion of an approved teacher education program and state testing requirements. North Carolina teachers are employed by local boards of education but paid on a state salary schedule. Teachers are eligible for significant leave and provided with insurance and retirement funds. (SM) ED429043

Taylor, G., & National Council for Educational Technology. (1970). The teacher as manager: a symposium. London,: Distributed by Councils & Education Press. Lb2806

Teacher education and educational technology (1973). Englewood Cliffs, N.J.,: Educational Technology Publications. Lb1715 .t4

Teeter, T. A. (1997). Teaching on the Internet. Meeting the Challenges of Electronic Learning. 7pp. Paper presented at the Fall Conference of the Arkansas Association of Colleges of Teacher Education (October 1-2, 1997). This paper examines how the University of Arkansas at Little Rock used Internet resources in an introductory education course, American Education. During the spring semester of 1996 and 1997, educators taught the course both via the Internet and in classrooms. Teaching materials were located on the university's website. The only difference between the online course and the classroom course was the medium of information transmission. Course objectives and assignments were identical. For the online course, students read text and lectures online and participated in listserv discussions. They took examinations in the computer lab and completed online assignments. Students also had to find sites to visit via online contacts and interview classroom teachers. Students had to serve at least 14 hours at the university's neighborhood homework center located near campus, which helps inner city elementary students with their homework. Benefits observed from the online course included higher student motivation, exposure to extended resources, and improved quality of discussion and written assignments. Drawbacks included lack of technical support and extra time required of teachers and students. Students in the online course did equally well to students in the classroom course on four examinations. A list of resources for Web teachers and a list of other resources are included. (SM) ED418957

Terry, R. M., Ed. (1996). Dimension '96: Global Access through Languages. Selected Proceedings of the Joint Conference of the Southern Conference on Language Teaching and the Alabama Association of Foreign Language Teachers (Mobile, Alabama, 1996). 106p. Six conference papers are presented in this volume. They include: "Living Civilization: a Theoretical Model for Using Task-Based Activities To Combine the Teaching of Language and Culture" (Sharon Gwinn Scinicariello); "Foreign Language Reading versus Understanding: Using Think-Aloud Protocols To Identify L2 Reading Problems" (Carol M. Brown); "Creating a K-12 Japanese Language Teacher Certification Program" (Ryoko Kubota, Audrey L. Heining-Boynton); "Student Use of Interactive Multimedia Technology for Second Language Listening Comprehension" (Lara Mangiafico); "Gender and Foreign Cultures in Business Language Classes" (Anna Gramberg); and "Foreign Language Across the Curriculum : Achieving Language Proficiency Through Reading" (Judith H. Cox, Dominique Linchet). (MSE) ED400676

Terry, R. M., Ed. (1997). Dimension '97: Addressing the Standards for Foreign Language Learning. Selected Proceedings of the Joint Conference of the Southern Conference on Language Teaching and the South Carolina Foreign Language Teachers' Association (Myrtle Beach, South Carolina). 129p. Seven papers from the annual conference are presented. "Developing Tomorrow's Technology-Using Foreign Language Teachers: Where We Are, Where We Are Going" (Marjorie H. DeWert, Audrey Heining-Boynton) looks at whether language teachers are being trained to take full advantage of educational technology. "Foreign Language Placement in Postsecondary Institutions: Addressing the Problem" (Leona LeBlanc, Carolyn G. Lally) looks at student placement based on secondary school experience and related articulation issues. "Pedagogy and the Emerging Spanish Canon" (Sheri Spaine Long) focuses on integration of contemporary literary materials in language curricula. "A French Culture Course in English: Strategies and Resources" (Alice J. Strange) proposes encouraging students to embrace French culture by de-emphasizing language. "A Task-Based Communicative Approach in FLES" (Yoshihiro Tajima, Hiroko Spees), describes techniques in an elementary school program. "'Vive le francais': Strategies for Recruiting and Retaining Students in French Classes" (Ellen Lorraine Friedrich, Lollie Barbare Eykyn, Barbara Owens McKeithan) discusses the strong role that French can play in general education, and methods for increasing student interest. "Small World Language and Culture for Children: FLEX and the New Standards" (Charlotte Blackmon, Lorene Pagcaliwagan) describes a successful K-3 foreign language exploratory program. (MSE) ED408838

Thomas, A. M., British Columbia. Ministry of Advanced Education and Job Training., British Columbia. Ministry Responsible for Science and Technology., Canada. National Literacy Secretariat., & Centre for Curriculum and Professional Development. (1989). Adult literacy volunteer tutor program evaluation kit. Victoria, B.C.: The Ministry. Lc154.2.b7

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

Topp, N. W., Grandgenett, N., Ostler, E., Pawloski, R., & Bundy, L. S. (1998). The Connections Project. Year 2. Annual Report. For the first year's report, see SP 038 418. Page Length: 101. This annual report for budget year October 1, 1997-September 30, 1998 describes year 2 of the Connections Project within the Seward, Nebraska public schools. This project (a technology challenge grant) 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 are copies of project planning, funding, implementation, and evaluation materials. (SM) ED429931

Toronto: Macmillan Pub. Co. ;

Torri, G. J., Jr. (1994). Using Video Technology as an Instructional Strategy within the Elementary Science Curriculum. 76pp. Ed.D. Practicum, Nova Southeastern University. This practicum was designed to increase elementary education interns' use of video technology within the science curriculum. Interns from previous semesters were not using technology within their final semester projects, and most were not comfortable using technology. The purpose of this practicum was to increase the scientific and technological literacy of the interns and develop a positive attitude toward the use of technology within their instruction. Within this practicum, the interns had the opportunity to develop the skills and confidence needed to be technology literate. A cooperative training program with the local public broadcasting station was developed, and instructional video technology was modeled within the weekly course presentation. Also, a video technology resource room was created for the interns. Analysis of the interns' final thematic unit presentation indicated an increased use of video technology, and, through a reflective attitude paper, all the interns stated an increased comfort level for using technology within the curriculum. (Contains 35 references.) (JLB) ED371729

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V

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

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[Washington, DC]

Wadden, J. M. (1996). Foreign Language K-12. Program Evaluation, 1995-96. Revised. 58p. An evaluation of the foreign language programs of the Des Moines (Iowa) Public Schools is presented. It is divided into six ares: (1) Introduction; (2) Context Evaluation; (3) Input Evaluation; (4) Process Evaluation; (5) Product Evaluation; and (6) the Future. Sections include: a statement of program mission and philosophy; notes on the context of the evaluation (state policies, standards, and regulations, and national goals; program structure; enrollment highlights; status of a new two-way interactive audio and video system in the district; staffing needs and enrollment influences; reasons for which students should study languages; goals of foreign language study; program goals; and program development landmarks since 1985-86); program input (income, expenditures, instructional materials use and cycles, and equipment); process factors (work flow, inservice and staff development sessions, and professional meetings attended by language teachers); product factors (district French and Spanish test results; adherence to standards and regulations; awards and honors received in foreign languages; results of a high school senior survey; observations of the language arts supervisor; and program strengths and weaknesses); and plans for the future. Appended materials include data on foreign language enrollments and an equipment inventory. (MSE) ED410758

Wang, Y.-m., & Holthaus, P. (1997). Student Teachers' Computer Use during Practicum. 16pp. In: Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology (19th, Albuquerque, NM, February 14-18, 1997); see IR 018 421. This study was designed to investigate the use of computers by student teachers in their practicums. Student teachers (n=120) in two public universities in the United States answered a questionnaire that covered: the manner and frequency of computer use, student teachers' perception of their training, their attitudes toward the role of the computer in teaching, and factors that might be associated with student teachers' use of computers. The study achieved a response rate of 92% (n=110). Eighty-five percent of the student teachers in the study reported using computers. Fifty-one percent of the student teachers used computers with children and for personal purposes. Student teachers held positive attitudes toward the role of computers in education. Drill and practice comprised the highest usage rate in educational software. There was a low usage rate in game, problem solving, tutorial, and simulation programs. Word processing had the highest usage rate of tool software, with usage rates sharply lower for graphics, spreadsheet, and database programs. While only 13% of the student teachers used computers for multimedia, just 10% of them used computers for telecommunication. Study findings highlight the need to restructure the educational computing courses in the teacher education programs at the two universities. (Contains 17 references.) (SWC) ED409879

Waxman, H. C. (1992). Students at risk in at-risk schools : improving environments for learning. Newbury Park, Calif.: Corwin Press. Lc4091 .s737 1992

Werner, E. C., Compp. Harmon, Cheryl M., Comp. (1997). Commonwealth of Pennsylvania Adult Education Section 353 Special Demonstration Projects. Project Abstracts for the Fiscal Year 1995-1996. 43p. This document presents abstracts for 30 projects that were conducted in Pennsylvania in fiscal year 1995-1996 with federal funds allotted to strengthen adult basic and literacy education through experimentation with new methods, programs, and techniques and professional development for personnel working in adult basic education programs. Among the types of projects profiled are the following: local high school diploma program for adults; action research for staff development; program to improve access to adult education; adult education- community partnership; program teaching basic skills through online services; citywide network for literacy providers; development of a model collaborative family literacy program; English-as-a-Second-Language online action research project; jail-to-job program; reading program for parents and preschoolers; development of the Pennsylvania Adult Literacy Practitioner Inquiry Network; research on guidelines for effective use of assessment; statewide staff development project; summer institute for correctional educators; development of a trainer-of-trainers model; tutor-assisted computerized reading instruction; and development of a plan for using technology in adult education. Each abstract contains some or all of the following: program title; identifying number; statement of purpose; procedures; summary of findings; comments; product(s); name and address of project director; and descriptors. Also included are an index of descriptors and index by agency. (MN) ED412331

Werner, J. (1994). Reaching Out to the World: Training Teachers To Integrate Telecommunications into Special Education Classrooms. 8pp. In: Montgomery, Diane, Ed. Rural Partnerships: Working Together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES) (14th, Austin, Texas, March 23-26, 1994); see RC 019 557. Rural special education teachers frequently are distant from information resources found in large urban libraries and universities, and do not have easy access to professional support or consultants' expertise. Telecommunications offers new sources of support to these teachers by permitting them to send and receive electronic mail messages, take part in electronic conferencing, access special interest groups and bulletin boards, and retrieve information from on- line databases. However, few teachers, particularly those in smaller school systems, have the skills necessary to use this new technology. In addition, teachers in isolated settings have difficulty accessing traditional training sources. This paper describes a structured teacher training module that can be used by rural teachers, individually or in staff development workshops. Rather than teaching computer and telecommunications skills as an isolated subject, this module focuses on integrating all skills into the curriculum and relating their uses to the special education classroom. Its step-by-step structure allows each trainee to interact independently with the technology. Module sections cover telecommunications hardware, software, barriers to implementation in the school, and integration in content areas. Sample activities illustrate the use of E-mail, Internet resources, on-line library services, and bulletin boards. (Contains 21 references.) (SV) ED369595

Whitworth, J. M. (1997). Teachers' Personal Learning Theories: Seven Stories of Teachers Engaged in a Science Reform. 12pp. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (70th, Oak Brook, IL, March 21-24, 1997). Research reported in this paper was prepared for the Curriculum Reform Project funded by the Department of Education. This paper focuses on a middle school in a reform process which includes a curriculum developed jointly by teachers and university personnel. Descriptions of the funding sources, history of the reform project's development and implementation, and the philosophy supporting the reform at various levels are provided. Profiles of the teachers and their perspectives on reform at the classroom level are used to argue for systemic and institutional support for school reform. A number of recommendations are made and include increases in teacher planning time, technology development, better student assessment techniques, more provisions to ensure continuity of the program, and better strategies for bringing new teachers into the reform process. The author concludes that reform is difficult and always subject to constraints from a variety of levels. (DDR) ED405218

Wildes, K. W., & Mitchell, A. C. (1997). Choosing life : a dialogue on Evangelium vitae. Washington, D.C.: Georgetown University Press. Hq767.3 .c49 1997

Wilhelm, T., & Ladd, M., Ed. (1997). Out of Reach? Latinos, Education and Technology in California. 51pp. Photographs not reproduce clearly. The Tomas Rivera Policy Institute conducted research to clarify the state of technology development in schools in San Bernardino and Los Angeles counties, California and to determine whether meaningful technology access was out of reach for those school districts in which the enrollment was predominantly Hispanic. The empirical investigation, with surveys completed by 54 principals and 123 teachers and interviews with 12 administrators, and case study site visits show that instructional technology is currently beyond the grasp of many Hispanic youth enrolled in California's public K-12 schools. In the school districts studied, the student-to-computer ratio of 14 students for every 1 computer was not significantly different from the state as a whole. However, Hispanic districts were significantly less likely than non-Hispanic districts to receive assistance from school administrators when it came to supporting technology development, in part because the administrators in Hispanic districts perceived many issues to be more significant. Teachers in the Hispanic districts were also more concerned with security and more likely to reduce student access to computers. The research concludes that students lack the tools to compete in today's marketplace, since a working knowledge of information technology is necessary for the majority of new jobs. Aspects of technology development that must be considered in addition to the mere number of computers are professional development, administrative and staff support, and environmental factors in the schools. Public and private sectors in California need to unite to improve access to educational technology for all students. Appendixes present profiles of participating school districts, a list of sites visited, and a list of interview participants. An attachment discusses study methodology. (Contains one table and nine figures.) (SLD) ED427773

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Yancey, K. B., & Weiser, I. (1997). Situating portfolios : four perspectives. Logan, Utah: Utah State University Press. Lb1029.p67 s58 1997

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Zhao, Y., Rop, S., Banghart, R., Hou, K., & Topper, A. (1998). Life on the Margins: Stories of Techguides. 7pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. Traditionally, in the intersection of technology and education, two distinct cultures have existed side by side: the "techies"technologically sophisticated or enthusiastic experts, and the teacherselementary through higher education. In an effort to bring the two separated cultures together to engineer a new culture and to support technology integration at a large teacher preparation institution, a group of nine graduate students were recruited to serve as Techguides. One of the primary responsibilities of the Techguides was to partner with teacher educators to help them integrate technology in their courses for preservice teachers. This paper reports on the preliminary results of this effort by looking at the development trajectory of four Techguides over a course of 3 months. Two themes that surface are the role of the room (i.e., the physical space in which the project was housed) in the development of the Techguide culture and the impact of this culture's interaction with the broader teacher education culture of the college. As the stories presented suggest, the four Techguides, with quite different backgrounds in technology and teaching, were able to interact with each other to construct a shared culture of teaching and learning with technology. (AEF) ED421135

Zimmerman, S. O., & Greene, M. W. (1998). A Five-Year Chronicle: Using Technology in a Teacher Education Program. 6pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. A network of electronic mail systems connects universities throughout the United States and several foreign countries. Colleges of education link with public schools to support the student teaching process. Telecommunication tools for collaboration promise benefits for university faculty, student teachers, and cooperating teachers. Appalachian State University (ASU) is one example of an electronic community for the teacher education program founded on the piloting results of earlier studies. This account chronicles the uses of technology in the field experiences of the teacher education program. Initially, e-mail discussions were unstructured and substantiated previous studies which had found that student teachers used technology more for exchange of social and emotional support than exchange of ideas. To encourage more focused discussions via telecommunications, use of listservs were guided by faculty in the following academic year. Critical teaching concepts were targeted for development. During the first two years, cooperating teachers' participation was extremely limited. Individual training and encouragement was given by faculty to increase participation. When surveyed, the majority of the graduates of this program have noted that e-mail and word processing are the two major technological skills they obtained. The cooperating teachers indicated many more areas of technology in which they were competent. Attitudes of these preservice teachers were positive toward technology; the hindrances were listed as (1) limited funds, (2) equipment, and (3) time. With easy access to a network and a true social and instructional community for support, an environment was created for teachers, students and university faculty to grow and explore. Contains 13 references.) (AEF) ED421159

Znamenskaia, E., Guan, Y., & Young, M. F. (1999). Teacher In-Service Multimedia Training: A View of Outcomes from a Situated Learning Perspective. Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Houston, TX, February 10-14, 1999). Page Length: 42. This paper is based on observations of ten middle and high school science teachers in a multimedia workshop during the fall semester of 1997 in a large Northeastern public university. The workshop objective was implementation of multimedia technology in teachers' classrooms. The following methods were employed in this project: multimedia portfolio assessment, field notes, interviews, and questionnaires. Results were viewed from the situated learning perspective. Analysis revealed the following: teachers experienced positive conceptual change in their perception of PowerPoint, from it being a tool for teachers to it being a tool for students; goals of participants changed from more general to more specific; participants' confidence in video and computer skills improved; a collaborative environment developed among participants; participants showed emotional attachment to their workstations; teachers' reported understanding of the educational value of QuickTime movies improved; teachers' understanding of the educational value of PowerPoint presentations did not change; and teachers developed dependency on workshop staff. Nine tables illustrate the confidence decision tree from the information processing point of view, and results of selected questionnaire and interview responses. (Contains 25 references.) (Author/DLS) ED429561

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101 Considerations About Technology

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