Technology Competencies (2001)

Page Contents

A      B      C      C.1      D      E      F      G      H      I      J      K      L      M      N      O      P      R      S      T      U      V      W      Y      Z

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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