Computers in Education

Article Reviews by Jamie Hendricks

August 10, 2001

Article:Block, M. (2001). Teaching Kids Indirectly.Library Journal, 126(12), 33-34.

I was impressed with the article written by Marylaine Block.She reports about the plight of a librarian and how these very resourceful individuals must start with zero credibility when compared to students who are considered “technogeeks.”She writes that in order for educators to gain the credibility that they desire and deserve, they must be the leaders in information-gathering practices.

One tool is to create web pages that lead students to quality material required for term papers, but also to things that genuinely interest them.Block calls these web-based indices pathfinder web pages.These pages allow students to access information that is well-known and available, but also information that could be out-of-the-way and not on prominent web services (such as university sites or private organizations).By completing these indices, educators are proving that they are “certified Internet gurus.”

Block also points out that many times students don’t know about the pay databases that are available to them.By pointing out these databases that schools make available for students are able to search even more information and be able to use it without any worries about validity.By helping them search these vast databases, Block knows that students will move to these databases instead of suspect sites on the Internet.

One other thing that Block writes in her article is that students should also be instructed in the use of on-site educational technology recourses.One example would be CD-ROM databases that libraries purchase for use in the library only.These expensive databases work like the online full-text databases, but are for in-house use only.They are usually quicker to access because the information does not have to be sent across the Internet.

Block brings up many good points throughout her article.I believe that educators do need to earn the credibility that we deserve.However it is always going to be a battle.Teachers must professionally develop their educational technology skills in order to remain on top.Once you earn the trust and credibility, the possibilities of helping students explore schoolwork and personal hobbies are endless.Educators must give each student the tools and skills to find their way through the heaps of information that is available to them.

Article:Magni, J.M. (2001). Using publishers’ web sites.Learning and Leading with Technology, 28(8), 28.

Jane Marn Magni writes this article to support the use of publishers’ web sites when using textbook series.Her article is fairly straightforward and makes light of the different reasons why publishers’ supplemental web sites are good for classroom use in any school district.She reports that there are many publishers who create web sites to go hand-in-hand with their textbooks.She says many teachers think that the Internet is just one of large advertising arena and the publisher sites are the same.Magni points out that these sites are exactly the opposite, except for a few advertisements spread throughout the web sites.

Magni writes that teachers can find good web links to enhance the curriculum.She points out that most publishers’ web sites are free to anyone, however some due require you to input passwords and usernames to access the information.There are other things available which include general lesson plans, links to sites that pertain to the content in the text, interactive student activities, interactive student assessment tools, student and teacher bulletin boards, and information about current events in specific content areas.Some sites also allow students to post their own data and gather information from other students around the world.

Many of the publishers’ sites take care to integrate the ISTE’s National Educational Technology Standards.It is important for publishers to start to integrate these standards as districts are starting to use the standards in most of their educational curriculums.By publishers are giving teachers the means to integrate the web sites into every day instruction.

As Magni points out, not everything on these web sites is great, however it is a great place to start.With our district’s reading series A Legacy of Literacy, Houghton-Miflin utilizes http://www.eduplace.com as the web site.There are good things on there that can be used during computer lab time, however there is some really poor things as well.By picking and choosing the things to be used, teachers are doing what they do best.Using all of the resources to make teaching and learning great.

Newell, Florence M. “Effects of a cross-age tutoring program on computer literacy learning of second-grade students.” Journal of Research on Computing in Education, Spring96, Vol. 28 Issue 3, p346, 13p.

Examines the effects of a cross-age tutoring program on computer literacy learning of second graders. Historical perspective of tutoring; Use of computer in elementary schools; Programs to increase computer usage; Peer and cross-age tutoring program on computers; Characteristics of successful tutoring program.

REVIEWs OF 4 CHAPTERS AND ARTICLES ON TEXTS ON COMPUTER USES developed by Professor Chiaku Ndu

THE WORLD WIDE WEB, Chapter 8A of Computers in your future by Marilyn Meyer, Roberta Baber, and Bryan Pfaffenberger, 3rd edition, 1999, U.S.A.

According to the authors the World Wide Web contains over 300 million documents, each almost instantly accessible by means of a computer. The volume of information available is growing at an astonishing rate and the world wide web is becoming an indispensable information resource.

The Hypertext is a way of presenting information so that the sequence of information is left up to the reader. Links are underlined or highlighted.

A hypermedia system enables users to retrieve multimedia resources such as sounds, movies and text. The Web is a distributed hypermedia system. Web browsers display a Web document and enables users to access the documents. When a user chooses a hyperlink, the browser originates a message to a Web server. This message asks the server to retrieve the requested information and send it back to the browser through the network. Browsers also contain navigation tools that enables the user to return to previously viewed pages.

A Web server is a program that retrieves a browser requested file and sends it back to the browser , A Web site is a collection of related web documents. The Web site that contains the index page is called the home page.

Web Addresses [ URLs] – Uniform Resource Locators provide a standard for describing the location of resources on the Web. A complete URL consists of: the protocol [the internet standard the HTTP- hypertext transfer protocol]; The Server [the internet domain name of the web server; the path [ the third part of a complete URL that specifies the location of the document in the internet]; and the Resource name [the last part of a complete URL gives the file name of the resource you are accessing.

According to the authors in 1 above, the Web page publishing process consists of defining your purpose and your audience, choosing an HTML editor making design decisions, creating your page, testing your page and publishing it.

HTML editors have additional features designed to aid the HTML coding process. Some of these features include the ability to click the tags you want enter and their automatic iclusion in your document, spell checks, documents preview. Examples of editors include HomeSite, Hot Dog, Professional, and HTML Editor for the Macintosh.

Wysiwyg editors enable you create HTML documents without typing any HTML tag. You just create your document using word-processing-type commands; you see your document on screen the way it will look on Web. Examples include Netscape Page Composer and Microsoft FrontPage Express.

Your design choices include creating a presentation involving a single page or welcome page that links to several subordinate pages. Web pages are best kept to a length of no more than two or three screenfuls. Then choose a background color for all pages.

Elements enable you to mark up the text in your document. A block element defines a paragraph construed broadly. An Inline element defines a character style such as bold or italic.

To conform to the global your page must have a head and the body. You can now add headings and text, bulleted list, character emphasis, hyperlinks and images.

The global Schoolhouse harnesses the power and tools of the National Information Infrastructure, to transcend distance and time to provide ongoing learning opportunities. Utilizing the Internet and the most advanced technology of the day, the Global Schoolhouse provides a virtual meeting place where people of all ages and backgrounds can collaborate, interact, develop, publish and discover resources.

The conferencing Web site puts all participants in touch with other schools around the world who have the capability to do video conferencing over the Internet. Life video conferencing requires the availability of real time community. A video conferencing is very much like a meeting that is more effective when there is an agenda. Holding a meeting in cyberspace introduces the additional challenge of different time zones and school schedules.

This mission is a great but there are numerous challenges and barriers that need to be overcome before the stated mission can be achieved. These barriers include attitudes, lack of awareness, lack of access and lack of application skills by educators

In the Internet economy, thee companies that engage in e-Businesses rely on computer systems to run their own businesses. Companies that actually make e-Business happen need the best systems they can build in order to run other people's businesses.

And that's what Commerce One.net does. It is the Commerce One* online e-Marketplace for business-to-business (B2B) e-Commerce, bringing together buyers and suppliers from around the world. It is at the heart of an e-Marketplace revolution that some experts predict will represent 56 percent of all B2B transactions.

. If Commerce One.net's servers go down, it could impact the buying and selling of those thousands of businesses. Network infrastructure isn't just part of Commerce One.net's business; it is their business.

Enter Intel® architecture-based servers, an absolutely critical element of Commerce One.net's need to deliver availability, scalability and reliability to its e-Marketplace.

Building a Community
In its early days, Commerce One was creating e-procurement solutions for buyers called Commerce One BuySite*. They optimized procurement through catalogs, eased workflow, and automated tasks such as price checking. But, says Satterthwaite, they didn't provide an effective way to interact dynamically with trading partners.

At the beginning of 1999, Commerce One launched MarketSite.net*, which was renamed Commerce One.net earlier this year. The site was an immediate hit, and is now one of the most mature e-marketplaces, with over 100 enterprise buyers transacting on the site.

Today, thousands of buyers, suppliers, and net market makers are registered with Commerce One.net. The e-Marketplace is also connected to the Global Trading Web*, the world's largest B2B trading community that spans 54 countries and gives Commerce One.net customers access to more than 6,900 buying organizations, more than 7,000 suppliers, and more than 72 other e-Marketplaces. Among these companies and consortiums that have selected Commerce One technology to power their e-Marketplaces are British Telecom*, Covisint*, Trade-Ranger*, Exostar* and Pantellos*.

That's Not A Drinking Fountain or How to Survive A
One Computer Classroom
By Whit Anderson

This article took a humorous approach to discuss a
problem that is unfortunately very common in many
classes. In fact, I only have one computer in my room
so I was interested in hearing some solutions.
Whit Anderson began by saying that lining up students
in front of a computer only makes it look like a water
fountain. Just like in front of a water fountain,
kids will push and argue and not much will be
accomplished.
The article stated many ideas to solve the one
computer problem-
•Create stations
•Print recourses instead of staying in front of the
screen
•Use a projector or a large monitor
•Plan Ahead- students should know exactly what to do
before they get to the computer. Websites should be
bookmarked in advance
•Beg Borrow and Trade!!!!!
•Match Task and Resource
•Alternate Access Times

This article did not offer me much new advice but for
a new teacher who finds themself with just one
computer, the information would be helpful

Corel Draw 8, officially endorsed by Corel Corporation;
authors include: Foster D. Colburn III & Peter McCormick;
Copyright 1998 by The McGraw-Hill Companies

ARTICLE #1:
Chapter 3, pages 41-56
This chapter discusses how to use the menu bar, standard toolbar, property bar, and the dialog boxes.

ARTICLE #2:
Chapter 4, pages 57-70
This chapter goes more into depth and actually assists in drawing rectangles, ellipses, polybons, stars, spirals, and creating graph paper.

Bibliography of Journal Articles regarding the use of computers in classrooms-
compiled by Charley Vandergrift

1. "Computer technology in Florida and Georgia secondary schools: Propaganda and
Progress"
Baines, Lawrence, ed., with R.Edward Deluzain and Gregory K. Stanley.
American Secondary Education, vol 27, number 4, 1999.

This article discusses the controversy mounting in Florida and Georgia secondary
schools over the introduction of new technology, namely computers. The main focus of
the article is the new federal legislation that guarentees schools economical e-rates for
internet access. The new law may encourage reluctant schools to give the e-rate serious
consideration, though most of the schools in these two states don't have enough
computers for student use, or the computers they do have are inadeqaute.

2. "Why Technology has not realized its potential in schools: A perspective."
Hope,Warren C.
American Secondary Education, vol 25, number 4, 1997.

This opinion piece criticizes the lack of participation by schools in the furtherment
of technology use in schools. The author recognizes leadership problems,
organizational factors, confusion in selecting proper equipment and other obstacles that
get in the way of infusing technology and computers into the daily routine of schools.
He also offers advice and solutions on how school systems can optimize their school's
progress by overcoming these obstacles.

3. "Technology Education strategies for diverse population."
Kuforiji, Paulina, Ed.D., Central State University.
Action in Teacher Education, vol. xx, number 1, special edition

This article discusses some technology education strategies for culturally diverse
classrooms. The author covers a lot of ground, from the role of technology in society
today to the future trends of technology education in a multicultural society. Of course,
we live in a country that is both multicultural and technologically advanced, so the
author has found a most important niche to work in. Schools across the nation have to
focus a lot of energy and resources on both technology advancement and multicultural
sensitivity, so the two should be infused in the near future.

4. "Utilizing the Web in the classroom"
Seitz, Kristine and Devin Leake.
The American Biology Teacher, vol. 61, number 8.

Over the past few years, the internet has become an excellent source of information
for everyone. This article deals with many of the issues revolving around internet use in
schools. Though the internet is an excellent source for information, there is also a lot of
misinformation posted on it. Teachers and schools will have to learn to integrate the
legitimate aspects of the internet into the classrooms, while also ensuring the safety of
students. The author discusses methods to keep unwanted material from being looked
up on the internet by students, such as adult related material.

5. "Implications Associated with Technology Assisted Distance Learning."
Hickman, Clark J., Ed.D.
Adult Learning, vol. 10, number 3.

This article deals with the problems associated with rapid technological
advancement and the subsequent infusing of it into the classrooms. The rapid
proliferation of technology, and the advances in our ability to connect and communicate
with each other has occurred faster that our ability to integrate it into our classrooms.
The author discusses many of the problems in detail and offers advice to school systems
that are struggling with the integration of new technology. The focus is on long-distance
learning, and the implications that occur when educational systems are unable to keep
up with the technology and end up falling behind.

This article focused on exactly what would be the changes good and bad
about having computers in the classroom. It deals with the issues of
importance and money. Many grants have been given to schools especially
in connecticut but it wont help to keep computers in schools if the
teachers cannot incorporate time for them during the day. Many older
teachers feel that it is unneccesary because the children still need to
know the basics. The younger aged teachers are all for it because they
have been prepared for this demand and plan to make the best of it.

article name: Ten ways to Integrate technology into middle school social
studies.

This article written by Helen Dwight Reid Educational Foundation tackles
the subject of social studies and how especially this class because of
the vast information it can contain could be changed with the computer.
It also talks how they aim to getting technology out of the way and make
it more simplified for the students to use and understand how to search
for what they need.

This article talks about the how math and engineering would be enhanced
with the use of a computer in the highschool. Many students end up
having to learn all about basic software that they use in college in
architecture and engineering example: CAD, so It poses the benefit of
having this program started at high school level. The results are
amazing

This article focuses on the teaching efforts of Kathy Bryant a first
grade instructor at the Claxton elementary school in Tennessee. It
speaks of how she uses time management and the rotation method to give
students at least an hour of time on the computer....

Dockterman, D. (1977) Great Teaching in the One Computer Classroom.
Watertown, MA: Tom Snyder Productions
This reading teaches how the computer can be used by the teacher as
a tool for grade databases, lecture slides, letters to parents,
communication with other teachers, and information gathering. Teachers
can also use the computer to present concepts to students in a way that
is much more engaging than a standard chalkboard or slide show.

The Educators Guide to Internet Resources:Jedman@cwnet.com, (1999)
    This site is dedicated to helping teachers find resources that will
help them integrate technology into their curriculum. Some options to
choose from are:
                                    Assessing Student Learning
                                    Schools on the Internet
                                    Educational Organizations & Government Agencies

Teaching for the 21st Century.Edgar, WI: Kuhnmuench, Carolyn.
Mailto:suek@edgar.k12.wi.us (1994-1999)
This is about a program that had been in development for five
years. The program connected three networks in the school system,
giving students access to any computer in their area. Teachers would
then encourage students to use the computers by requiring reports and
other projects to be done on a word processing program.

Gooden A.(1996). Computers in the Classroom: How teachers and Students
Are Using Technology to Transform Learning. San Francisco, California:
Apple Press Jossey-BassPublishers.
This reading is about how teachers and students are integrating
technology into their educational process on a daily basis. It talks
about how computers are being used more often and how budgets are being
enlarged so that more computers may be bought.

1. Linn, M. C. & Hsi, S. (in press). Computers, Teachers, and Peers: Science
Learning Partners. Hillsdale, NJ: Lawrence Erlbaum Associates.
This book shows how computers, teachers, and peers can serve as learning
partners–helping students build on their ideas and restructure their views.
It describes a partnership inquiry process where science teachers, science
education researchers, discipline specialists, and technologists consider
each other’s perspectives and jointly design instruction. It reports case
studies of students learning science, classroom investigations, and insights
from classroom teachers.

2. Hoadley, C. M. & Bell, P. (1996). Web for your head: The design of
digital resources to enhance lifelong learning. [On-line. Available:
http://www.dlib.org/dlib/september96/kie/09hoadley.html].
This Website contains a paper which describes how a project called “KIE”, or
“Knowledge Integration Environment” takes advantage of digital libraries by
connecting on-line information and resources to learning activities.

3. Jasanoff, S., Colwell, R., Dresselhaus, M. S., Goldman, R. D., Linn, M.
C., & others (1997). Conversations with the community: AAAS at the
millennium. Science, 278(5356), 2066-2067.
The American Association for the Advancement of Sciences on-line community
conversations on major scientific topics.

4. Cheek, Dennis W., 1955- , Science--Study and teaching--United States. ,
Engineering--Study and teaching--United States, Science--Social
aspects--United States. , Engineering--Social aspects--United States,
Education--United States. ISBN: 0791409406. Albany : State University of New
York Press, c1992.
A book about “Thinking Constructively About Science, Technology, And Society
Education.”

Sites reviewed by Rocco Carbone
1.) http://schools.macguys.com/
tools for schools....is published weekly by Technology Transfer Associates,
Inc. We know that teachers have the hardest jobs in the world. We cover the
world of education. We cover the news on the use of computers in the
classroom and administrative suite. We also provide a moderated forum for
teachers, students, parents and administrators to exchange information on
computers as educational tools. We welcome your ideas, articles, pointers,
fan mail, or anything you wish to send. Email your submissions to
schools@macguys.com. Unless you tell us otherwise, we will assume that we can
cite your name and/or email address if we quote you or use your submission.
..... tools for schools is edited by David Brightbill.

2.)http://www.closingthegap.com/news/weeklynews/pr2.html
Computer Technology in Special Education and Rehabilitation
- Our technical team has listened to suggestions made from a wide range of
people directly involved in both education and special needs, and in doing
so, this version improves significantly on all of the existing features of
Read & Write.
This software package is designed specifically for individuals with reading
and writing difficulties.
An advanced phonetic spelling engine has the ability to solve the most
complex pattern of spelling errors and the user has the option to correct
their spelling errors as they type or on completion of their written work.
A new two stage proofing process allows the user to proof their written work
by first color coding all their spelling errors and then color coding all
homophones thus ensuring that they have used words in their correct context.

3.)http://www.thedigitalclassroom.com/unlv/ICE334/lecture1/sld001.htm
- This lecture will be an overview of the way technology has influenced
education, the research that supports the technology used in the classroom,
and some highlights of the ways technology is used in selected curriculums.
Hopefully by the end of this lecture you will not only have some information
about computer-based technology in the classroom, but also some ideas about
the things you might try to do in your classrooms.
- New computer-based technologies are reshaping the way students learn.
Computer-based technologies are technologies that provide an interactive
environment that allow students to develop their knowledge, problem solving
and data analysis skills. This is important in that one goal of technology
integration is to develop discovery skills.
PS.. THIS IS A VERY GOOD SITE Dr. Stoloff-- Rocco

4.)http://www.edsoasis.org/Strategy/Science.html
- Sometimes we think the only way we can use the Internet in school is for
every student to be "plugged in" and "hands on." While it is certainly
convenient to have that option, there are possibilities worth exploring in a
single-computer classroom.

1. An approach that is easy for new teachers to start with is using a project
someone else has designed, especially one that uses a site they can share
with the class in a directed lesson. For example, the Florida Aquarium site
published by the St. Petersburg Times newspaper, has some beautiful images of
marine life, as well as good information. The teacher could show the
pictures, which the children would be safe visiting on their own, and use the
text as background information.

2. The next step that I'd encourage teachers to take is to get their students
involved in an email-exchange project. (like The Amazing Insects project,
which invites students to send in data about insects they find in their
backyards.) This is safe because all the email comes to a single address: the
teacher can monitor the communications.

You will find a variety of lessons, activities, and other web sites in the
Pacific Bell's Blue Web'n site.

Scheffler, F.L., Logan, J.P. "Computer Technology in Schools: What
Teachers Should Know and Be Able to Do." Journal of Research on
computing in Education, Vol. 31, Number 3, Spring 1999, reviewed by Robert Blaney.

This research reveals important computer skills and competencies for
teachers. The authors urge that in order to restructure education
practices, technological implementation is most important, and teachers
must accept computers as models for investigating and knowing our
world. The authors warn of computer anxiety and tell that computer
training and experience will relieve this stress. Also, two very in
depth tables are shown to indicate necessary computer competencies with
relation to instruction or curricula. This study shows the growing need
for teachers to learn more about how to use and manage this resource to
enhance instruction.

Peri, Teri. "ACM task force on K-12 education and technology." Communications of
the ACM 36:82-3 May '93.
Summary: This article was part of a special issue on technology and education. The
article reports that the Association for Computing Machinery task force was established
to clarify the role that the ACM should play in K-12 education. The task force was
created because of concerns of thestatus of the U.S. Education System compared to those
of competing countries. Possible model programs in which ACM associates could work
with schools are suggested.

Stover, Del. "Can School Computers Click '2000'?" The Education Digest. 63: 52-5
Feb '98.
Summary: This article adresses the Y2K issue. The article reports that while some
schools say the problem is overstated, other schools with newer technology will find the
problem already dealt with by manufacturers. Many school districts are working to
identify their vulnerability and correct the problem. Others are not, due to the cost, and
some believe they have enough time to wait. According to an IBM spokesperson,
schools need to have Y2K compliant systems by the end of 1998 so technicians can work
out any minor problems.

Dockstader, Irene. "Teachers of the 21st Century Know the What, Why, and How of
Technology Integration." T.H.E. Journal. 26no6: 73-4 Jan '99.
Summary: This article discusses how teachers of Jerome Joint School District #261 have
founf effective ways to integrate technology in the classroom. The article discusses
what is involved, the reasons for integration, and how it is done.

Marsh, Merle. "Time for Teachers in Your School To 'Just Do It'." Technology and
Learning. 19no5:60 Jan '99.
Summary: This article argues that all teachers must learn to use technology in the
classroom. Although teacher training is important, most teachers' technology training is
self-taught for logistical reasons. The author argues that administrators must motivate
themselves and their teachers to take responsibility in this learning. The article presents
a ten-step program to help teachers become classroom technology experts.

Gustafson, Marcea. "Working With All You've Got." Technology &
Learning. Dayton: March 1999.19:7, 29.
Third grade teacher Ms. Marcea Gustafson wants her students to have
access to both current computer technology as well as old technology in
order to receive the advantages of both.

Baab, Linda. "Middle School Computer Literacy." The Clearing House.
Washington: March/April: 1999. 72:4, 197-198.
Within this article, Ms. Baab discusses how her school took steps to
make its students knowledgeable about computers by obtaining the
necessary equipment and providing its staff with training regarding
computers.

Elliott, Joan. "Getting to Know Computers." Journal of Adolescent and
Adult Literacy. Newark: February 1999. 42:5, 416-417.
Ms. Elliott does a review of Mary Beth Lundgren's article entitled
"Getting to Know Computers" and states that Ms. Lundgren does a great
job in explaining how computers work.

Schroeder, Ken. "Computers in Schools." Education Digest. Ann Arbor:
April 1999. 64:8, 76-77.
According to a survey taken by Gordon S. Black Corporation, computers
have been shown to be an effective tool in improving the quality of
education in America's schools.

Title: "Turning the Tide" Instructor May/June 1999: p.23-26. by Patrick Daley
In "Turning the Tide," Daley reports on the results of a new reading program
combination in Orange County, Florida. Educators there are using technology
to help boost the reading scores of struggling students. According to this
article, scores have improved by as much as two grade levels. Through a
combination of specially trained educators, new and up and coming software
students reading and skills are rapidly improving. One of the new programs
that the article mentions is Read 180. the main componenets of this program
are interactive CDs that guid students through leveled reading passages which
adjust to the needs of each student. When the student is ready the VJ (video
jockey) guides the student to the next reading level. Orange County's
program based around a 90 minute literacy workshop, ending in whole group
instruction for 20 minutes, with 10 minutes for the teacher to read aloud to
the students.

Title: "Encouraging Exploration" Teaching PreK-8 April 1997: p. 16-23. by
Denise Allen.
In this article, Allen reviews some new software and possible applications
for them in the everyday classroom. She looks at a geography program
"Neighborhood Map Machine" where student can Create, Explore and Mystery.
Each part of the program allows student to perform such tasks as manipulating
the the map by changing the scale, recording sounds and entering texts.
Another program that Allen looks at is "Stanley's Sticker Stories." This
software is more for early learners than for upper elementary students. The
article also provides "literature links" that provide teachers with
supporting materials to be used in conjunction with the software.
(Teaching has a monthly column on the use of technology in the classroom for
those who are interested in collecting some quality websites.)

1. Article: Implementing Technology In Education
Author: John Cradler
Site: http://www.fwl.org/techpolicy/recapproach.html

This article basically suggests approaches to implement technology in
education. The approach suggested emphasizes instructional and student
needs first and then through planning integrates technology in ways that
enhance and extend instructional and learning opportunities.

2. Article: Integrating Technology In The Elementary Classroom
Author: Tammy Payton, ICE Magazine

In this article the author discusses the integration of technology into
the educational arena. She has discussed four management tips and three
tips to help integrate technology into the classroom. She has also
discussed six ways to integrate technology into the curriculum. The
article is posted at
http://www.siec.k12.in.us/~west/article/integrate.htm.

3. Article: Choosing School Software
Author: Tammy Payton
Site: http://www.siec.k12.in.us/~west/article/soft.htm

In this article the author discusses the things that has to be taken
under consideration while choosing software, computers etc for your
school. She has discussed key important factors that a school should
take into consideration before buying technology for their classrooms.
It’s a pretty good article to read.

4. Article: Can Information Technology Improve Education?: Measuring
Voices, Attitudes and Perceptions
Author: Wendy Rickard Bollentin
Source: Educom Review, January/February 1998

This article discusses how the educational arena is beginning to embrace
technology. This article basically discusses how the technology should
be used in the educational arena to make it more effective. This article
also discusses why it is hard to formalize information technology in the
educational arena. Overall the article is quite interesting to read. The
article says that faculty should go for more than just using computers
for email and word processing. It says that faculty should encourage
students in higher education to use the computers more for research and
gathering information.

1.
Brooks, David W. WebTeaching: A Guide to Designing Interactive Teaching for the
World Wide Web. New York: Plenum Press, 1997.

Chapter eight of this book provides information on how to support and encourage discussion using the World Wide Web. Brooks claims that many innovations in education are often discarded as fads, but it appears that the web as learning tool is here to stay. He goes on to state that the internet is an excellent means of helping to implement cooperative learning in a classroom. By using e-mail, and group mailing address where three or four students easily can mail to one another, teachers can create very successful groups of cooperative learners. Brooks goes on to warn that effective cooperative learning for inexperienced learners demands considerable teacher planning, and that there is no assurance that a strategy which incorporates the World Wide Web and e-mail will be more effective than a face to face experience.

2.
Ewing, J.M., Dowling, J.D., and Coutts, N. “Learning Using the World Wide Web: A
Collaborative Learning Event.” Journal of Educational Multimedia and
Hypermedia 8.2 (1999):

The major focus of this journal article is the discussion of the place of learning theory in the planning, designing and implementation of learning tasks using information and communications technology. A possible model for applying constructivist theory to learning, based on six principal features, is proposed. An example of the application of this proposed model to a learning task involving the use of the World Wide Web is described, and some directions for a wider applicability are identified.

3.
Leu, Donald J., Leu, Deborah D., and Leu, Katherine R. Teaching With the Internet:
Lessons from the Classroom. Norwood: Christopher-Gordon Publishers, 1997.

Chapter six of this book provides example of several excellent sites on the World Wide Web where teachers of social studies can locate links dealing with this subject area. These web sites also provide ideas on how to best use the internet for social studies education. This chapter goes on to explain ways to incorporate the World Wide Web into weekly assignments in a teacher’s curriculum. The authors claim that the best way to familiarize students with the internet is to start out small, such as having students only locate a specific web site and print something out from it. It goes on to say that once students are comfortable with the web, they can go on to use interactive sites, which pertain to the subject area that a class is studying.

4.
Liu, Xiufeng, and Macmillan, Robert. “Journal of Research on Computing in Education.”
Assessing the Impact of Computer Integration on Students 31.2 (1998):

This article reports on a study designed to assess the effects of computer integration on students in terms of academic achievement and attitudes toward academic subjects and computers. Computer integration was perceived as a complex instructional system in which student learning is impacted by teachers, students, school administrative and technical support, computer hardware and software resources, and the computer lab and classroom settings. Eight teachers of four subjects at one school participated in this study for seven months. Student achievement was assessed by teacher-made tests. Attitude was assessed as part of the student survey questionnaire. It was found that there was no significant effect of computer integration on achievement, and though positive attitude toward computers was high both before and after the investigation period, there was no significant change in student attitude toward computers after the integration. Generally, students perceived using computers as having a positive effect on their learning.

5.
Myhre, Oddmund R. “I Think This Will Keep Them Busy: Computers in a Teacher’s
Thought and Practice.” Journal of Technology and Teacher Education 6.2/3
(1998):

This article explains some of the challenges that teachers face when they attempt to include computers in the teaching of subject matter. Two areas are investigated: teachers’ adoption of educational reforms, and teacher’s perceptions of computers in classroom instruction. Information is presented from a case study of a mathematics teacher’s classroom practice. Implications for the preparation of teachers in the use of computers are noted.

Sherman, Lee. Taking Off: A Teacher's Guide to Technology.
Northwest Education, 1998.

Summary: This article describes how computers and technology has
improved education. It discusses how teachers are using computers
to present lesson plans to the classroom.

Clements, Douglas. Young Children and Technology. Northwest
Education, Sept. 1998.

Summary: This article discusses computer use in educcation and the
developement of a curriculum for their use. There are details on how
computersaid the learning of younger students.

*Leopold, George. Politicos wise up to importance of tech. education.
Electronic Engineering Times, 10/23/95 issue871p119.

This article was about a presidential intiative that wanted the nation's
schools to be fully wired up by the year 2000. the president wanted to
get ted turner and michael isner and gerald levin involved in the big
picture of getting our school rooms up to date technologically. The
white house initiative calls for networked computers in every
kindergarten to 12th grade classroom.

In the Town Square area of the magazine their is an arguement against
what the white houses proposition for computers in every classroom.
they are saying that by this happening schools are now cutting back
on other programs like art music physical education etc. the benefits
might be dubious but the costs are way to high. instead of considering
computers as a "quick fix" we should consider them a genuine
educational reform.

*Thompson, Rory J. Teachers grade PC's average. Information Week,
10/06/97 issue651 p14.

This is an article on a survey of teachers with computers in the
classroom and how they are willing to use them with their students.
1997 Tenth Planet Teachers Survey found that 91% of the nations
teachers of K through sixth grade now use computers in the
classroom. 76% said computers increase student achievement. when
asked to grade them as to how they have improved teaching they said
that 16% gave them A's, and 72% gave them B's or C's. 25% said that
they would computers higher in the classroom if they came with better
student oriented software.

This article is about this teacher named Al Spencer who got
computers for his classroom by talking to the principal of his school
and also to local businessmen in the area. He teaches at Terra Linda
Elementary School in West Jordan Utah. He figured that someone had
old computers they would mind getting rid of. He found a computer for
each one of his 31 students. Many did not work so he fixed most them
himself. He says that creative writing is were in his opinio computers
make the most difference.

*Hanor, Joan H. Concepts and startegies learned from girls'
interaction with computers. Theory into Practice. winter 1998, vol37
issue1 p64.

This article discusses educational technologies in the US. Emphasing
girls interaction with computers in classrooms. A person named
Jonassen suggests that students learn from thinking in meaningful
ways and not by computers that computers only help them expand
these thoughts. Jonassen says that students learn from creative
learning environments;and jonassen also refers to Laurel's theory on
interactivity; this article takes stories from girls and relates them to
computer usage in classrooms.

Bottage, Brian & Hasselbring, Ted & Goin, Laura & Taylor, Rose.
The Computer Doesn't Embarress Me. Educational Leadership.
Nov. 1997 pg. 60-63 Orange County, Fla school students and Peabody
College In Vandebuilt join forces. Middle school students who used to fear reading
and writing in the class because of lack of skills are improving those skills in more
than 120 classrooms. Recognizing the difficulty students have reading and writng,
administrators launched a program called the literacy project. The project combines
Computer technology, sound principals of literacy instruction. This helps develop
skills and confidence.

Cline, Hugh F. & Mandinach, Ellen Beth. Classroom Dynamics:
Implementing a Technology Based Learning Environment. NJ:
Lawrence Erlbaum, 1994.
This book discusses classroom environment as it relates to technology in the
classroom. Also it demonstrates computer assissted instruction in the classroom.
Educational innovations are also disscussed and explored.

Hancock, Viki. Creating the Information Age School. Educational
leadership. Nov. 1997 pg. 60-63.
Six schools that demonstrate the charecteristics of an information age school,
provide insights into what educators must do to give students the skills they need to
succeed in the workplace and the community.

Perkins, David N. ed. Software Goes TO School: Leading For
Understanding with New Technologies. New York: Oxford University Press. 1995.
This book has compiled works that answer many questions that deal with
technology in the classroom. The book also deals with misconceptions about
teaching technology, and its uses. The book also explores the vale of research and
ways of teaching content in the class. There are many interesting issues disscussed
in these compiled works.

2. "In touch with technology", by Nancy Hall, Norwich Bulletin,
10-30-98.
This article is about the software training center at Three Rivers
Community-Technical College. The article explains that this program
trains more than 500 people every year, from students to the elderly. It
began in 1990 as a traveling program callrd the Mobile Training Center
and would visit bisinesses on-site to train employees. It stopped being
mobile in 1995, but the program is looking for funding that would allow
it to go on-site to corporations once more. Training co-ordinator Ana
Pina said this will bolster community relations. The programs biggest
customer, Eastern Connecticut Association of Realtors, had to have 200
employees trained when the company changed from a DOS-based system to
one based on Windows.This company has been a loyal customer of the
program for the last few semesters.

3. Computing Essentials(1998-1999 edition), by Tim and Linda O'Leary,
Irwin McGraw-Hill, 1998.
Section 8: Ergonomics
This chapter talks about ergonomics, the study of human factors
relating to computers, to help avoid physical and mental problems
associated with computers. Some of these injuries include: Eye-strain,
headache, back and nech pain, carpal tunnel syndrome and stress from
electronic monitoring. Some of the solutions include: proper resolutions
for people with sensitive eyes, fitted chairs, keyboards that
discourage carpal tunnel syndrome and many others. Part 2 of this
chapter talks about ethics of using computers and more specifically,
informational databases. It talks about privacy of information, who has
access to your personal information and the idea of who owns the
information on the computers. The chapter concludes with a discussion on
how to protect youself from hackers. This chapter's main point is to
show the reader how to protect themselves from being injured during
computer use and how to protect themselves from other people accessing
their personal information. This can be applied to schools and the
students and teachers use of computers in the educational setting.

I was searching the web for information on computers in the classroom
and this is something I found. It is a great site created through the
University of North Carolina. The site contains information on : The
role of the web in education, The interactive html crash course, The
information highway debates, Education reforms for the 21st century,
Computers and kids life on the front lines, K-12 education resource
guide, and the web, and educational lists.

Another article I came across was given to me in another class, but can
also be accessed from the web. It is the Technology Competencies for
Connecticut Teachers. It is a web site that includes help on how to use
technology in both your professional and personal lives, along with
actual skills that are expected of Connecticut Educators.

Pomeroy, J. Richard; The Rural Learning Network: A Teaching and Learning Collaborative; Proceedings of the Annual NREA Convention; September 1997, 15 pg.
An examination of a Rural Learning Network organized through UC Davis and constructed using 5 isolated California school systems and linking them with computers and software provided by a grant from Apple. It was hoped that students would connect with peers from other areas and teachers could share ideas on curriculum, referrals, and general support. Using mostly E-mail, initially the communications were social, but as the two year program progressed, social callings diminished and informational exchanges increased. At the end of the two-year period, no student work had been shared on the RLN, and usage was unequal between the five schools. A follow up report was issued to fine tune what could be a very feasible and useful linkage system between remote schools and learning centers like UC Davis.

Hoge, John Douglas, Observations on the Use of Computer and Broadcast Television Technology in One Public Elementary School; Paper presented at the Annual Conference of the National Council for the Social Studies College and University Faculty Assembly; November 22, 1996; 17 pg.
The author notes his successes and shortcomings in using computers and videos in his fifth grade classroom. He comments in detail on the use of printers, scanners, modems, computer types, widely used/seldom used programs, and the Internet. He notes the great popularity and success of word processing and the seldom used spread sheet program (except for his personal record keeping, grades, etc.). He also discusses how he used computers for lesson planning, resource gathering, and applications to class projects. The article is largely a well-documented list of successful applications, risky applications, and attempts at applications that failed.

Abel, Frederick J.; Abel, Jean P., Integrating Mathematics and Social Studies: Activities Based on Internet Resources; Paper presented at the Annual Meeting of the Montana Council of Teachers of Mathematics; October 1996, 32 pg.
Paper discusses meaningful ways in which integration of disciplines can become more practical in the classroom with the influx of Internet resources in the late 20th century. It focuses in on linking mathematics and social studies and proposes some topics and web sites to facilitate this multi-discipline angle. Some projects involve: the stock market, weather, earthquakes, demographics, geography, economic benchmarking figures, currency exchange rates, elections and voting, and cartography.

McKinney, Kristen; Technology in Community Colleges, for the ERIC Digest, ERIC Clearinghouse for Community Colleges, June 1996, p.p.3-4.
This article weighs the benefits of computers as a means of enhancing study and of transforming teaching and learning functions, against the limitations of computers, particularly with respect to cost and upgradeability. Also discussed is the need to ensure access to less economically potent students to avoid a situation of “techno-rich” vs. “techno-poor”. Some solutions to the access question are also provided.
Computer Literacy - Learning the Basics

Here are my 4 articles and bibliography. I found all four of my articles on the web. Tony Thierren
1.) Integrating the Internet (K-12). In which Susan Hixson states her own ideas about how to integrate the World Wide Web into your classroom activities and every day lessons. I acutely liked this article it opened my eyes to the fact that the web can be used as a teaching tool and not just an information resource.
2.) Mommy Where is the Internet?, By school PC. In this article the author, Robin Raskin, States the need for computers in all the classrooms of the country. She briefly summerizes why there is a need and that School PC is trying to help raise awareness and money to help get the computers into the classroom.
3.) Computers in the classroom, By The State University of New York at Cortland. This article stated that this university is striving to integrated computers into all aspects of the college. Seems like that could be a pretty good idea but sounds like it will be costly.
4.) English Second Language, By Kenneth Beare was an excellent article on how the computer will revolutionize the learning of English in ESL students. His ideas do not seem to be far fetched and anybody that can help people in the country learn to be proficient in english will be helping both the country and the students. Very good article. Below is an excerpt from it.

"Computers are going to revolutionize the way English is learnt"
I do not agree with this statement. I think the way English is learnt will remain the same and change only in pedagogical approaches. I think that the tools we use in order to practice the way we learn may be augmented by the use of computers. However, the exercises and approach will fundamentally have to be changed by the professionals themselves. The computer can only assist in
providing improved implementation of these approaches.

Show Me PCs, Kraynak, Joe, Alpha Books, Div. Of Prentice Hall Computer Publishing, 1993. ISBN 1-56761-260-1

Word for Windows 6, Grace Joely Beatty, Ph.D, David C. Gardner, Ph.D, Prima Publishing, 1993. ISBN 1-55958-395-9

Excel 5 for Windows , Grace Joely Beatty, Ph.D, David C. Gardner, Ph.D, Prima Publishing, 1994. ISBN 1-55958-392-4

PowerPoint for Windows for Dummys, Lowe, Doug, IDG Books Worldwide, Inc., 1994. ISBN 1-56884-161-2

Project Management from Idea to Implementation, Haynes, Marion, Crisp Publications, Inc., 1989. ISBN 0-931961-75-0

Productivity Power, Temme, Jim, Skillpath Publications, Inc., 1993. ISBN 1-878542-31-1

Computers in Education

references noted by Ruth AMBROZAITIS

JOURNAL OF ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL; SPRING '93; PG133-136;"CHILDREN'S COMPUTERS"; ANASTASIA P. SAMARAS

Critiques of Computer Uses in Education articles reviewed by Catherine Hain

DeMassa, John. "Computers Won't Solve School Problems"." The Norwalk Hour 1 June : 11.

Allen, Denise. "Teaching with Technology: Bytes of Math and Science" Teaching PreK-8 Jan. 1996: 16-18.
The Teaching With Technology column is a feature in each issue of this magazine. While the article does not go into great depth (four hardware/software packages are referenced), Ms. Allen describes the general purpose of the product being presented, required hardware, prices, grade levels, 'literature links', as well as relevant themes and activities for use in the classroom. Other issues cover topics including ESL software (2/96), The Arts on CD-ROM (3/96), 'Earthy' software (4/96).

Galvin, Christopher J. "'Burning ' Your own Compact Disc". Compuserve Feb. 1996:
28-29.
This article explores the advent of relatively affordable (your up-to-date system plus $1000) technology which allows PC users to create or 'burn' personalized CD's. The article discusses what types of information can be saved and why this format is particularly suitable for certain applications. Also discussed are FEP (frequently encountered problems) and strategies for successful recording.

citations developed by Traci Forand

Taylor, Robert
The Computer in the School: Tutor, Tool, Tutee
Teachers College Press, NY; 1980.
This book is a collection of essays written by spokespeople who have taken
partin computer development in education. Explained are such thigs as how
computers can be used to tutor students and how they can be used to help
students learn something as they teach it to the computer.

DeVillar, Robert A. and Faltis, Christian J.
Computers and Cultural Diversity: Restructuring for School Success
State University of New York Press, 1991.
This book discusses the importance of computer assisted instruction in schools.
It also brings up the importance of communication in education, the socially
handicapped and academic achievement as areas of concern in restructuring
schools for success.

Davidson, Jane I.
Children and Computers Together in the Early Childhood Classroom
Delmar Publishers Inc; NY; 1989.
This book includes practical applications and suggestions to help develop
skills for computer use, chapters on integrating the computer into the
classroom, discussions on teaching techniques and tips, and child centered
activities to support computer usein the classroom.

Sharples, Mike
Cognition, Computers and Creative Writing
Ellis Horwood Limited; NY; 1985.
This book describes the integration of creative writing and computers in the
classroom. It emphasizes the importance of computer-based environments in
today's society, and the use of learning tools such as word processors, story
planners and idea organizers for students in the writing process.

Bibliography of 'Computer Uses' in the Classroom by P. Perez

A buyer-user beware commentary, specifically critiquing "The Oregon
Trail", an educational computer game on CD-Rom. The author's main
criticism is that although the game teaches much about geography and
life on the wagon trail, it fails miserably to paint an accurate picture
of the social aspects of the time it depicts. The game "imparts bad
values and wrong history". Students may misinterpret and be misinformed
by things that are left out of the simulation such as the issues
involving race and gender.

Field, Sherry L. and John D. Huge. "Using Media Resources to Implement
the New NCSS Curriculum Standards" Social Studies and the Young
Learner: A Quarterly for Creative Teaching in Grades K-6. Vol 8, No. 1;
Sep/Oct 1995, pg. 26-29.

The authors offer several videos, tapes and cd-roms within a lesson
format that can be used to integrate the ten themes of the new NCSS
Curriculum Standards into curriculum material and instructional
practice.

Huff, Richard A., Carl Stephen Guynes, and Robert M. Golladay. "Ethics,
Information Systems, and the Information Highway" Computers and
Society, Vol 25; Mar 1995, pg 3-6.

The authors state that with the increased influence of informational
technology on society, more powerful uses for computers are being found
daily. Ideas of ethics and responsibility need to change in stride with
the developments of technological development.

Orman, Sheryl A. and Debra J. Schneider. "An Exploration of Fifty Nifty
States" Teaching Children Mathematics, Vol 2, No. 6; Feb 1996, pg.
330-333.

Through this lesson the authors wish to model lessons plans that help
students see a real purpose for their learning by using several skills
at once, having students make decisions, and then having them share
their new knowledge with an appropriate audience. Their constructivist
approach to learning integrates math and social science to aid students
understanding of the United States.

a bibilography developed by Rachael ACABBOR

citations developed by Jennifer Maxwell Place

MacMillan, 1994. p325-330. This section addresses the use of computers to
individualize instruction, specifically for mainstreamed students. In addition
to discussing skill drills and word processing applications, an extensive
checklist addresses: learner/teacher needs, instructional integrity of the
software, and technical adequacy. This evaluation focuses on content relevance
and practical application of software.

citations developed by Stacey Hungerford

AN ELEMENTARY SCHOOL DISTRICT DEVISED A PLAN TO INSTALL PERSONAL COMPUTERS IN EVERY CLASSROOM THROUGHT THE SCHOOL DISTRICT. MANY EXAMPLES OF HOW STUDENTS HAVE BENEFITED FROM COMPUTERS IN THE CLASSROOM ARE GIVEN. THE AUTHORS ALSO GIVE ADVICE TO OTHER SCHOOLS ON DEVELOPING A NETWORK IN THEIR SCHOOL SYSTEM.

WORONOV, T. (1994). THE EDUCATION DIGEST. MYTHS ABOUT THE MAGIC OF
TECHNOLOGY IN SCHOOLS. 2-15.

COMPUTERS THEMSELVES DO NOT CHANGE "THE NATURE OF TEACHING AND LEARNING." IT IS THE WAY THEY ARE INTEGRATED INTO THE CLASSROOM, THE CONTENT OF THE LESSONS AND THE SOFTWARE PROGRAMS USED THAT DETERMINE IF STUDENTS WILL BENEFIT. SEVERAL MYTHS ABOUT THE "MAGIC OF TECHNOLOGY" ARE DISCUSSED.

YELLAND, N.J., 1995. CHILDHOOD EDUCATION. ENCOURAGING YOUNG CHILDREN'S THINKING SKILLS WITH LOGO. 152-155.

LOGO CAN HELP TEACHERS CREATE AN ENVIRONMENT "WHERE CHILDREN CAN ENGAGE IN PROBLEM SOLVING AND EXPLORE, TAKE RISKS AND APPLY THEIR KNOWLEDGE IN NEW AND CREATIVE WAYS." LOGO ALSO ENABLES STUDENTS TO USE BOTH DEDUCTIVE AND INDUCTIVE THINKING. STUDENTS ARE ABLE TO DO ACTIVITIES THEY HAVE CREATED THEMSELVES USING THIS COMPUTER PROGRAM.