Educational Technology Futures

Five years from now - a vision by Linda Adamczyk

Although the library has certainly made extreme leaps in technology over the past few years, I believe that it will continue at an even greater speed.The challenge will be keeping up with new technology and applying it to the curriculum.

I see an LMS Center in five years where the system is wireless.Students will each have their own laptops.Instruction on Internet, researching and use will still be taught in the Media Center, however it will almost be a wall less experience.Students will have electronic card or band that will generate checkouts.Large flat screens will be available for students to access media resources and databases.

Books will be bought also in e-text format.They can be read on their laptops and checked in and out digitally.Copyright laws will still prohibit unlimited use of electronic resources and therefore they must be checked in and out.

Texts and reference items will be able to be updated from downloads.Maps and atlas information will be accessible as 3D globes and digitally change with a touch pad.

Classics will remain in book form.This will be the major part of the collection.

Does this seem too extreme for only five years?Eric No ED440644 states that benefits especially in student motivation increase.New Chips has recently been developed by Intel to boost the speed of downloads on wireless systems.Also important is the trend towards smaller and cheaper technology.There are already sites where one can check out and return e books on the Internet through libraries.

Resources:

Vance, Ashlee. “Future Watch: Digital Clothing, Fax Pens”. http://www.pcworld.com/news/article/0,aid,18307,00.asp

Baguley, Richard. “Take a walk on the wireless http://www.pcworld.com/features/article/0,aid,38872,00.aspside.

Evers, Joris.Intel Paves the Way for the Wireless Future.

http://www.pcworld.com/news/article/0,aid,50264,00.asp

Belanger, Yvonne.“Laptop computers in the K-12 Classroom” ERIC Digest. No. ED440644

http://ericir.syr.edu/plweb-cgi/fastweb?getdoc+ericdb-adv+ericdb+1007168+4+wAAA+%28microcomputers%29%26AND%26%28future%29%26AND%26%28073%29%26%3Apublication_type

Uhlig, George.“Microcomputers and the Future.”Eric No: ED248843.

http://ericir.syr.edu/plweb-cgi/fastweb?getdoc+ericdb2+ericdb+818963+0+wAAA+%28ed248843%29

"Virtual Worlds: Generating a Whole New Set of Challenges". Sally M. Johnstone. Syllabus, May 2001, p. 20

     In this article, Sally Johnstone discusses a form of distance learning called virtual worlds. The concept of virtual worlds was created and developed at the University of California by high school and university students working with faculty members.
     The subject areas for the virtual worlds vary. The area described in this article allows the "student to meet other students as avatars for discussion" and tour a virtual art gallery. While in this gallery the student can gain a wealth of knowledge concerning the world of art.
     Johnstone continues the article by pointing out possible problems with the concept. She particularly calls attention to classroom management. She does not however offer any possible solutions to the problems.
     Overall, the article presents a new offering on the Internet that, with proper teacher training, could be a valuable teaching tool.

     This article discusses the use of on-line publishing resources to motivate student writing. The author reports that classroom publishing centers aid students to learn and understand the writing process.
     Wood presents the argument that publishing student work provides a greater sense of accomplishment on behalf of the student than simply grading it or displaying it in the classroom. She cites the examples of a variety of teachers from different grade levels beginning with the First Grade. Each teacher agrees that the use of classroom publishing resources help the students to develop a greater understanding of the writing process as well as a greater sense of pride in their written work. The publishing that is discussed ranges from classroom newsletters to creating original books to publishing work on-line.
     The article concludes by providing the reader with helpful hints on how to best incorporate the use of classroom publishing resources within their writing curriculum and additional on-line resources.

Paula Walker
EDU 553 Summer 2001
Eastern Connecticut State University
Review of articles from iConn, Connecticut Digital Library, http://www.iconn.org/

Curriculum Administrator, June 2000 v36 i6 p34
Fast forward to the future: HOW DIGITAL VIDEO IS CHANGING EDUCATION. Jennifer C. Patterson.

This article discusses how technology in the classroom has developed over the years. Video has been used for educational purposes for many years. It began with the reel-to-reel projectors, wen to VCRs from there and digital video is being utilized. One example of how digital video is being used is when a New York City teacher gets training from New Mexico that helps her serve the needs of her bilingual, deaf students.

Digital video is also being used for professional development. The U.S. Department of Education has given a five-year grant to the STAR Project (United Star Distance Learning Consortium, Inc.). The project allows teachers to access professional development modules on demand. Users take a pre-test to determine competency and is then presented with an individualized lesson on the project. By the end of the five year grant, they expect that 100 modules will exist.

The SchoolFirst Foundation is also working to bring video into the classroom. They identify schools that have a high ratio of Title I and AFDC recipients. They then donate a full network to the school that includes a smart TV. SchoolFirst is a strong advocate of interactive classroom video based on the statistic that students remember 20 percent of what they hear but 70 percent of what they hear, see and do.

Technology companies believe that the days of ordering software, video, and hardware all from different companies are gone. The future will bring immediate delivery from an ASP that packages it all and brings it to the desktop of the teacher.

Technos: Quarterly for Education and Technology, Spring 2000 v9 i1 p10
Teacher Education and Corporations: Unlikely Partners with Potential.
Donna L. Wiseman.

This articles looks at how corporate-sponsored education initiatives in the Pre-K-12 classes are changing both the corporate world and the classroom. Today’s corporations provide products and training for teachers in their communities. They also encourage their employees to get involved with the education programs by tutoring, giving money to special projects, and serving as guest speakers. While some corporations work with secondary schools with online programs designed to train teenagers to build and maintain Internet networks, others are working with university colleges to design research protocols, implement assessment, or research processes in the corporate setting.

These programs started when the northern Illinois-based Dukane Corp. and the College of Education at NIU began talking. Dukane knew that teachers did not always use the technology tools even though they provided professional development training when the school purchased their multimedia equipment. Dukane then contacted an administrator to begin an opportunity to develop ways to encourage and facilitate teachers as they learned how to use new technologies. The team that was formed determined that teachers should be exposed to technology integration during their undergraduate experiences. Therefore, they donated equipment and resources to the college. The students were hesitant at first but after watching the modeling, they began to become more involved with the hands-on activities.

Even though these partnerships seemed unlikely, they have worked to the advantage of both corporations and schools. The partnership served as a public relations vehicle for both NIU and Dukane. Although this case has proved advantageous, there are a couple of reasons that they rarely connect. The first is the idea that teacher education implies an out-of-date process that is slow to try innovative methods. The second reason is that these two groups work at different speeds.

Technology & Learning, Oct. 1996 v17 n2 p35(5)
Special ed success stories. (computer use with special needs children) (What Works) (Technology Information)(Column) Carol S. Holzberg.

This article illustrates how technology can help special needs children whether they are physically challenged, deaf, or developmental disabled. One school in Kentucky uses the computer for a severely physically challenged student so that they can participate in the morning lesson. Instead of saying the days of the week, the student can press the buttons and the machine can say it for them. Children who are reluctant to speak up in class can respond on the computer so that the teacher can see how much they really do know. Students who have a hard time paying attention get involved and want to be first to respond.

Another school in Virginia uses technology to team-teach a sixth grade class that accommodates 30 students, 20 of whom have special needs. Many of these students have difficulty with writing or reading. If they have difficulty with reading and organizational skills, programs like Microsoft Encarta and StarPress Multimedia’s Material World, they can work more independently. Not only are these programs informative and easy to use, they are also time savers.

Even children who are wheelchair-bound with severe cerebral palsy can operate a Ke:NX-equipped computer. They can use a single body part to control a switch, the interface allows them to run educational software. They can work independently online and then run a communications software to request that another student get the paper out of the printer.

The computers are motivating to students at a number of levels. Computers challenge students, never get tired, and always give encouragement.

Adult Learning, Summer 1999 v10 i4 p16
Teaching and Technology in Higher Education: CHANGES AND CHALLENGES. Gail B. West.

The article explores how higher education students are changing and how universities and colleges should be changing to accommodate this change. In previous years, students were straight from high school, lived on campus, and went through the fours years and got a job. Today’s students are primarily adults over the age of 25, non-residential, working full-time, and from diverse backgrounds. Therefore, they expect that the universities will adjust to offer courses that are more accessible and off-campus. They are more like consumers and chose the service that best fits their personal and professional needs.

In the mid 1990’s something changed to force colleges and universities to change. Affordable information technology through the Internet and the World WideWeb became more common place. This affords more opportunities for distance learning anywhere to anyone.

While some argue that this might replace the use of faculty, as we know it, others see technology as an enhancement to higher education. Others still list barriers such as lack of policies on intellectual property, lack of support by faculty peers, and lack of regard for promotion and tenure purposes. Consequently, universities must address the changing and varied needs of students and must recognize their changing role in the instructional marketplace while offering the best education possible.

Technology & Learning, April 2000 v20 i9 p40
Special Teachers for Special Needs. (Technology Information) Michael Milone.

The article focuses on teachers who have helped to transform the way technology has been integrated into schools in order to serve students with special needs. One program in Ipswich High School, Ipswich Massachusetts is the school-to-work program. This program gives students with special needs the added supported need to participate in class. Students are involved in career awareness, work site visits, and internships. By participating in programs like these, students have a big advantage by making contacts and building relationships in the business environment. While participating, students are required to keep a journal of their experiences that are later used in presentations. Students feel encouraged and love the challenge.

One teacher who has gone the extra mile is Monica Folse from Louisiana. During a staff meeting covering how to upgrade their own skills to give students more exposure to technology, it was proposed that they move to a total inclusion model. Folse was responsible for teaching the resources to both students and teachers. Not only has she kept the school of the cutting edge, she has written a number of grants to supplement the school’s budget. As a result of her efforts, students with severe disabilities from deafness to cerebral palsy have achieved a tremendous level of acceptance and integration with their peers.

HEADLINE: Apple's spellcaster: Steve Jobs has the ability to make technology geeks dream like kids at Christmas, Jon Fortt writes.

This article discusses Apple and their market share which is down to only 5%. Apple chief exec. Steve Jobs is scheduled to announce a new product or marketing approach. So far, it's all speculation. The article touts Mr. Jobs, "ability to make the mundane seem cutting edge, and the cutting edge seem revolutionary,' through the use of his so-called, "Steve Jobs Reality Distortion Field." The article also admits that Apple is expected to renew its commitment to the education market.

This is a topic which deserves the attention of educators. Does Apple have a new plan to place computers in schools in an attempt to boost their software marketshare? Many schools are already comfortable or dependent upon Apple hardware and software such as Adobe and Claris Works. At the same time should schools use computers that account for less than 10% of the computers students will encounter in the workplace? Many questions arise from the material of this article.

iConn article:
The Next Step by Angela Pascopella
Full Text: COPYRIGHT 2000 Educational Media LLC
Curriculum Administrator, Oct. 2000 v36 i9 p32

This article deals with how educators are going to deal with the expansion of the Internet and how to take it a step further in our classrooms. One teacher visited the rainforest and brought back digital pictures. Since this type of experience is not going to be found in a book, it was exciting and motivating for her students. The challenge remains, how do we incorporate the Internet as a daily learning tool? Some people think that workshops are the answer. It is certainly a start. Another problem is the wiring in the schools and amount of computers. In my school, only the 3rd through 5th grade classrooms are currently hooked up to the Internet and many cannot log on independently. Another option is to make it a schoolwide/districtwide goal and create staff development around it. Apply for grants to get more technology and upgrades. As we all know, the world of technology is constantly changing and getting more advanced. We can not wait or else we’ll be too far behind the changes. It is certainly a work in progress.

iCONN Article Review #1 of In the Palm of Your Hand by Walter Minkel
School Library Journal, June 2001 v47 i6 p29
Full Text: COPYWRIGHT 2001 Cahners Publishing Company
http://web5.infotrac.galegroup.com

Are handheld computers going to change the way schools use technology? As a fourth grade teacher in a school that has only one computer per classroom and no computer lab, I have faced many challenges on how to incorporate technology as a whole class lesson. I have used holistic writing software and Oregon Trail as whole class lessons so that the students can become more independent with our software. We have 3 AlphaSmart laptops funded through the special ed department that can be plugged into our printers on our PCs as a more portable option that involves more students. In the article by Walter Minkel, he describes the handheld computer. As the name indicates, these computers are small enough to fit in the palm of your hand and are therefore light to carry, portable and surprisingly affordable at approximately $150-$500. They can be linked by cables to laptop or desktop PCs, and some can connect wirelessly to the Internet. What a wonderful alternative for schools! Handhelds have already been introduced in the business world with much success. I feel these would make an excellent addition to schools at any age level. They are inexpensive, lightweight, portable and do not require a computer lab room therefore saving valuable school space.

iCONN Article Review #2 of Computers, Creativity, and the Curriculum: The Challenge for Schools, Literacy, and Learning by Julian Sefton-Green
Journal of Adolescent & Adult Literacy, May 2001 v44 i8 p726
Full Text: COPYWRIGHT 2001 International Reading Association Inc.
http://web5.infotrac.galegroup.com

There are differing viewpoints of how technology affects the world of education. I found this during my interview process of other teachers. There are so many challenges for schools and so much restructuring must occur before we accommodate technology into our systems. Some of the challenges include: how do we deal with the wide range of prior knowledge and experience children receive outside formal education, how do we acknowledge all of the various forms of literacy including music, videos, the Web, etc, and how do we increase the knowledge of our educators and close the gap of the home-school connections? I feel these challenges need to be addressed one at a time, therefore the process has a long way to go. The differences between the students’ prior experiences of the two forms had a significant effect on learning which poses quite a challenge and I feel there is much work to do.

iCONN Article Review #3 of FamilyPC Magazine Announces The 100 Top Wired Schools In The Country, The May Special Issue Highlights The Top 100 K-12 Schools Nationwide That Are Truly Wired For Learning Exhaustive Survey Reveals That It takes More Than Just Wires And Computers To Be A Wired School.
Full Text: COPYWRIGHT 2001 News provided by Comtex.
New York, NY Apr 17, 2001
http://web5.infotrac.galegroup.com

This article was right on the money when discussing how schools are aspiring to enter the 21st century educational area and are encountering some areas that need improvement. The first area is teacher training. In the schools that were recognized as one of the Top 100 Wired Schools spent an average of 20-29 hours a year training their teachers in technology. I feel completely undertrained and was only offered one optional course this year and I was one of 2 teachers who took this opportunity!

The second area of challenge is technology support. Without this, your computers are useless. I wholeheartedly agree. For our 5 elementary schools in Vernon, we share only one tech person who is overbooked. I cannot tell you how long I waited to have my printer and speaker repaired rendering our 1 classroom computers practically useless. Therefore, we are lacking not only tech support but district support because they are not willing to spend more on this area in the budget as of yet.

Finally, the challenge of communicating between home and school poses a problem. The top wired schools have email for the parents and posted work and assignments to keep parents informed. What an excellent way to save time making multiple phone calls on your on time! I know that we are making strides in technology although the progress is slow.

Gail Lovely suggests teachers should effectively position their computers in the classroom. They should have the computer visible so the teacher can see what the student is doing and be able to assist them. Having everyone able to see the screen allows the teacher to easily demonstrate software or lead a project. One should protect the computer from glare by pulling down window shades and turning off some lights. The computers should not be near the blackboard because of the dust. Classrooms should always have power surges. Every child should have their own work disk to help with responsibility and independence. Gail Lovely also suggests posting a list of students who can help with the printer jamming and other problems. Task cards with step-by-step troubleshooting should be next to the computer. The student should try and solve some problems themselves. Finally, Ms. Lovely believes when children see a teacher using a computer for presentations, creating materials, and communicating with peers, they see that technology is an important tool.

Computers, Creativity, and the Curriculum: The Challenge for Schools, Literacy, and Learning.
Julian Sefton-Green

Julian Sefton-Green is the head of Media Arts and Education at WAC Performing Arts and Media College in London, England. His article dealt with the lack of technology training by English students. In 1998, teachers expected students to know how to use the Internet. In one course given, 7 out of 8 had never used the Internet. Students, did however, know how to play computer games. Sefton-Green went on to say students needed “to learn how to use a range of programs before assembling prepared work in a higher level program.”

A big challenge for districts is to use the Internet in everyday use. Five years ago, in New Brunswick, N.J., the school district started a plan to incorporate using the Internet as a daily learning tool. One teacher from New Brunswick, N.J. wanted to share her experiences of her trip to Brazil with her third graders. The students went online and saw digital photographs of the wildlife she saw. They found organizations involved in preserving the rain forest. The New Brunswick district wants to use the Internet to its fullest capacity for instructional support and teacher professional development. They want to form chat rooms with educators across the world. They believe in “a better-prepared educator creates a better-prepared student.”

Clarinet Systems Offers Schools Wireless Communication for Palm Handheld Computers; Illinois High Schools First in Nation to Beam School Information to Students and Teachers.
Business Wire, June 25, 2001
Business Editors/High Tech & Education Writers

The Consolidated High School District 230 in Orland Park, IL adopted the Clarinet Systems and Palm Technology. They could beam in student homework assignments and use the technology in the classroom interactively. With the use of the ES 208 Multiport Switch from Clarinet Systems, the students just pointed his/her Palm handheld at the EthIR Beam® access port. He/she then becomes immediately connected to the Ethernet network. Now the students could access their class curriculum, test scores, sports and school events.

FamilyPC Magazine Announces The 100 Top Wired Schools In The Country, The May Special Issue Highlights The Top 100 K-12 Schools Nationwide That Are Truly Wired For Learning Exhaustive Survey Reveals That It Takes More Than Just Wires And Computers To Be A Wired School.
Internet Wire, June 8, 2001
News provided by Comtex.

Family PC Magazine and Homeroom.com conducted a study finding the 100 top wired schools in the U.S. Findings showed the top priority was teacher training. The minimum required hours of technology training for teachers was an average of 20-29 hours per year. Another priority was funds allotted to a technology coordinator and administrative professional development. Also, the home to school connection via e-mail was important. Camelot Elementary School in Lewiston, ID was one of the top 100 schools. Every student has a Web page and the older students run an online newspaper and yearbook. All the children work together on creative writing and art projects. In Memphis, TN the Delano Optional School students use computers, digital cameras, and video commercials for the daily news program.

Walter Minkel stressed the positive points for using a handheld computer in the school. He noted laptops are expensive, weigh 6-8 pounds, and become a burden because of the accompanying equipment. However, handheld computers, such as those made by Palm and Handspring, only weigh 5 ounces and can fit in a pocket. They cost between $150-$500 compared to a laptop at $1,100. One teacher uses Teacher’s PET software to do grades and attendance when away from the regular classroom. Specialized Palm applications are made for science and math, and make the handheld into a programmable calculator. The handheld may also be used to give quizzes with instant feedback. The Palm’s company vice president for education, Mike Lorion, would like to see a Palm in every middle and high students hand.

Access to Classroom Computers.
Henry J. Becker
Communicatons of the ACM, June 2000

A survey called Teaching, Learning, and Competency (TLC) was conducted by a team of researchers from the University of California, Irvine and the University of Minnesota. The purpose was to investigate the instructional uses of computers. An important conclusion was reached. Teachers with five or more classroom computers gave more frequent computer assignment than teachers with access to computers labs with 15 or more computers. One major problem fro more schools following that idea would be money. More computers would be needed. Yet the study showed that “if centralized placement of computers does not result in students getting a substantial computer experience to pursue academic goals, such aggregation may not be efficient.”

Online All The Time Cyber Mentors in Action by Nancy Carson, Fall 1999 issue of Edutopia

The article discusses one of the government’s projects to bridge the gap in learning caused by students moving throughout the school year. Project Estrella provides children of migrant farm workers with a laptop, access to educational services online and a cyber mentor.

The cyber mentors provide online encouragement, information and act as role models. In the first two years, the project has seen eight students graduate from high school and 120 semester credits completed.

In my opinion, the projects is an innovative way to address a problem that not only occurs with migrant farm workers, but also with inner city kids who move frequently during the school year.

From LOGO to HyperStudio: One Teacher’s Journey by Joan Hughes, Spring 1999 issue of Edutopia

The article discusses a teacher’s introduction to computers with the use of LOGO in the 1980’s to his current classroom projects.

The elementary school teacher has found that email communication with teachers around the world has helped him develop professionally and that his students’ communication with other students around the world has given them the motivation to learn more. The students learn about other places, cultures and races. They also teach others what they have learned.

The computer’s easy access to others, provides teaching partners throughout the world.

Learning in an Online Format versus an In-class Format: An Experimental Study by Allan Schuman and Randi Sims, June 1999 Issue of T.H.E. Journal

The article looks at the results of students who study online and those who attend class room instruction. University of Phoenix and the University of Michigan concluded that online instruction resulted in higher average scores than traditional instruction.

A further study that looked at students enrolled in five different undergraduate online courses and students participating in classroom instruction with the same professors found that pretest scores of the online students were significantly higher; however, posttest scores were the same.

The study supports online education. Online education provides convenience since it can be accessed from home, work or a hotel and it can be more cost-effective, since online universities don’t have to provide housing and campus programs like athletics.

This internet article discussed the advantages and disadvantages of Windows 98 as
compared to Windows 95. Windows 98 now includes the FAT32 converter, the
controversial IE4, and improved support for hardware using the Universal Serial
Bus(USB). The most important new feature is the FAT32, which could save more than
100 megabytes of free space. Windows 98 also includes Maintenance Wizard, which
improves applications such as Word, Adobe, and Excel. This new feature tracks the
most commonly used programs and places them on the fastest part of the hard disk. The
negative effects of Windows 98 include start up and shut down time and the IE4
somewhat slowed down performance.

This article explains the Millennium Bug as the largest and most expensive problem
the computer world has had to deal with in the past 50 years. People have become so
dependent on what makes are life simple, pleasurable, and productive, that they have
forgotten the consequences of these advantages. The article explains the steps that both
private, public, and governmental organizations are taking to correct the bug before the
millennium comes to a close. People have had a "if it's not broken, don't fix it" approach
to the problem throughout the 70,s and 80,s but this view rapidly changed in the 90's.
The article ends by saying that the problem is fairly close to being corrected and that
people need not rush out and withdraw all their money from banks or close their
accounts.

This article explains all the steps one should make in deciding to purchase a
computer. The emphasis is on comparative shopping. The buyer should ask
themselves questions such as; What do you need the computer for? Are you using it for
work or play? Are you a student who just need to write papers and complete projects?
Lowry points out that it is best to buy a computer at the end of the quarter because
prices often drop drastically before the newer models come out. Checking the warranty
is crucial . Lastly, check it for sudden error messages, misaligned monitor, noisy hard
disk, or cracking speakers. The article advises bringing a knowledgeable friend along
with you when purchasing your computer, and to have the salesperson surface scan the
the hard disk.

Learning how to Use Technology in Education was written by Jack Treuhaft.
This first article I read for this assignment gave suggestions on how to
use technology in education. It suggests that the educator should first
purchase his or her own computers. Most educators will be forced to use
computers if it is placed in his or her home. It also mentioned that
teachers and administrators should not expect that the Board of Education
in his or her area keep his or her skills up to date by providing his or
her with the latest equipment or training. A rapidly changing world
requires individuals to take responsibility for their own expertise.

Treuhaft, Jack. Learning to Use Technology Algonquin College of Applied
Arts and Technology
January 1995.

My second review was also about another article written by Jack Treuhaft.
This suggests ways in which educators can keep up with education and
technology. Educational institutions must recognize that the world has
changed. Employers and students have needs that our current delivery
system is not meeting. He suggests that face financial constraints that
will not quickly disappear, as well as both global and private
competition. Doing more of what educators are currently doing will not
solve these problems. To survive these challenges, educators must find
new ways to deliver education to his or her students. The use of academic
computing can contribute to solving some of these problems. Over the next
five years the use of technology combined with other measures will
dramatically change the nature of the teaching/learning process.

Treuhaft, Jack. Changes in Education Algonquin College of Applied Arts
and Technology
January 1995.

This article talked about academic computing. Roger Schank believes the
use academic computing can be used in two ways: to improve the
educational process and to do new things that transform the
teaching/learning experience. Here are some of the ways in which Schank
suggest to improve academic computing.
Professors can create overheads, and handouts using graphics software.
Educator can use word processing to maintain and update course outlines,
class notes, and other classroom-related material. Spreadsheets and
specialized software to can also be used to record grades.

Schank believes that educators can capture student attention and provide
a visual means of learning by using in-class multimedia presentations. He
or she can draw on clip-art libraries to incorporate stimulating graphics
and animation to help emphasize important points.

After initial introduction to a subject, students can use the Internet as
an information source or to contact subject-matter experts. Conferencing
software can be used to allow students to work in groups on a project
while the professor monitors and guides the entire on-line class. This
has been successfully done in subjects like English, Psychology,
Sociology, and Business Administration.

A key element in the above uses of academic computing is that professors
retain control over content, standards, design, and assessment of student
learning while giving up control of delivery of information. The role of
teaching changes from information provider to information guide.
Schank, Roger. Academic Computing January 1995.

Article 4
This article is about The World Wide Web: A Technology to Enhance
Teaching and Learning. believes that the World Wide Web has captured the
imagination and interest in educators everywhere. But the days of
frivolous experimentation in schools have long passed. However, he
believes that before educators introduce any new technology into
classrooms he or she must be able to justify its contribution. The public
expects no less from educators.
Nothing before has captured the imagination and interest of educators
simultaneously around the globe more than the World Wide Web.1 The Web is
now causing educators, from pre-school to graduate school, to re-think
the very nature of teaching, learning, and schooling. Claims have been
made that the Web can free teaching and learning from the physical
boundaries of classrooms and time restraints of class schedules.
Traditional lectures and demonstrations can become Web based multimedia
learning experiences for students. Learning resources of the world via
the Web can augment learning resources of the college and university.
Moreover, the Web can help the educator re-focus our institutions from
teaching to learning, from teacher to student.
Owston , Ronald D. The World Wide Web: A Technology to Enhance Teaching
and Learning VOL 26, NO. 2, MARCH 1997, PP 27-33. York University.

Payton, Tammy. Library Talk Technology Connection "More Than Just Key Pals,"
January/February 1999.

Tammy Payton notes the explosion of schools using the Internet for both
information and communication. She points out that there are concerns
including safety, finding classes to correspond with, and ideas for
activities.

She suggests finding pen pals by going to sites which host pen pals such as
eMail Classroom Exchange <www.epals.com/>, Intercultural E-Mail Classroom
Connections <www.stolaf.edu/network/iecc>, or Keypal Club <www.mightymedia.com
/keypals>.

If you are especially interested in corresponding with a school in a certain
geographical area you may visit the school’s web site and make a request.
School lists include Web66: WWW School Registry <web66.coled.umn.edu/schools.h
tml> and Peter Milbury’s School Librarian Page <wombat.cused.chico.k12.ca.us/~
pmilbury/lib.html>

Or join an Educational Listserv such as LM_NET or check educational Listservs
at http://www.siec.k12.in.us/~west/edu/list.html.

Establish personal safety tips such as using only your first name and no
other personal information. Don’t share passwords. Don’t agree to meet in
person anyone you met online. Tell the teacher if there is any obscene
message. Do not send photos with individuals identified. A time line is also
recommended.

Activities to do with pen pals include graphing, community statistics, season
change indicators, studying maps, post card exchange, story starter, describe
an imaginary animal and have you pen pal draw it, or visit <http://www.kn.pacb
ell.com/wired/filamentality/topics.html>.

Rosenthal, Ilene G. Technology & Learning April 1999. "New Teachers and
Technology."

With 1.6 million computers in our American schools, we need to ensure that
teachers use them effectively. National Center for Education Statistics
found that only 20 of the current 2.5 million teachers feel comfortable using
computers in the classroom. With 2 million new teachers entering in the next
ten years, we need to be sure they are skilled in using computers for
education.

Unfortunately, the National Council for the Accreditation of Teacher
Education finds that the schools of education are not adequately training
teachers to use and integrate technology. While 38 states have technology
requirements for teachers, only 2 require actual evidence of proficiency.

The problem seems to include lack of hardware and software in schools of
education, lack of training of the education faculty, lack of money to invest
in technology support, lack of understanding of changes technology is making
in k-12 education.

New initiatives emphasize getting teachers to use technology effectively in
their own lives, using national standards to be sure all students have more
understanding and skills in technology. Three Colleges of Education that are
leading the way include Peabody (emphasizes producing content), University of
Houston (use technology in class and in cluster schools), and Curry School of
Education at the University of Virginia (integration of technology and
teaching).

NCATE is pushing to have teacher training institutions have technology equal
to engineering schools. Technology needs to be a substantive part of
pre-service training. There is great variation in how well that is being
done. We cannot yet assume that incoming teachers will be proficient in
either using or integrating technology into the classroom.

Carter, Kim. Technology & Learning. March 1999. "Stretching Your Technology
Resources."

With the rapid changes in software and hardware, we need to find strategies
to build our resources without saddling ourselves with archaic equipment.

One method is to set aside 5% of the budget for technology each year. With
large capital expenditures going into hardware that is depreciated within a
short time (by school standards), we need to determine our financing
strategy. The choices are lead/lead, lead/lag, or lag/lag approach. Most
schools cannot afford either extreme, therefor compromise on lead/lag to
provide reasonably current machines at an average price.

Leasing is a choice based on cost and effectiveness. Leasing enables systems
to have uniformly updated hardware without using bonding on rapidly
depreciating equipment. Careful study of lease options, negotiation of terms,
and attention to leasing details determine the efficacy of leasing.

Is upgrading worth it? Adding RAM can often be inexpensive and substantially
increase the function of the equipment. It is generally not possible to add
enough RAM to older machines to make up for slow processing. It is possible
to upgrade the CPU if the motherboard circuits are fast enough. Otherwise it
is ineffective. Individual upgrade of disk drive, modem, monitor, video card,
CD-ROM drive, or printer memory may be worthwhile if the rest of the hardware
is fine.

Using the power of the server is possible by connecting less powerful
machines to an Internet server. This thin client use will probably become
more common.

"Repurposing" the hardware means using older hardware for purposes such as
word processing, MECC software, or Carmen Sandiego while saving the newer
machines for the multimedia projects.

One low cost alternative is to buy alternative writing devices such as
AlphaSmart or Dream Writer. Another is to have students rebuild and refurbish
computers as a community service.

Working with all you’ve got is another strategy. Whatever the computer could
do when it was first bought it can still do well. Use it for that and the
newer models for the more demanding applications.

McCullen, Caroline. Technology & Learning. March 1999. "Taking Aim: Tips for
Evaluating Students in a Digital Age."

With the increase in group assignments, multimedia projects, and changing
standards in technology-rich classrooms, measuring student achievement is
changing. We need to examine our methods of assessing student performance.
There’s the increasing challenge of measuring creativity, problem solving,
cooperative teamwork, and many skills.

We look at the objectives first before focusing on the tools to measure
student achievement. Think in terms of a range of outcomes from the most
advanced without restrictions of time or place or resources. Also, consider
the most reluctant learners and the motivational possibilities of technology.
Evaluate possible uses of technology and whether it would help to achieve the
goals, motivate the students, or capture the information.

Once you set up procedures to make students accountable, plan research
strategies, and discuss assessment, rubrics are a valuable way of assessing a
variety of activities. Each student can succeed at some level. It also makes
it possible to make subjective activities more objectively assessed. If
carefully constructed, rubrics keep students accountable both for process and
product. This is especially important when projects are done over an extended
time period.

Be sure to share the rubric with students before they begin. It provides a
great road map.
If you need a set of rubrics to use or for ideas you may download some free
at MidLink Magazine’s Teacher Resource Room at <http://www.ncsu.edu/midlink/tc
h.wk.rm.htm.>

Eventually, you will need to make your own. Having students design their own
is great. Begin with the skills you want and the kinds of products. What
would a perfect one look like? Work backwards from that to determine levels
of success. Categories might include Curriculum Alignment, Work Completed in
the Classroom, Teamwork, Organization of Content, Originality, Subject
Knowledge, Graphical Design, Mechanics, Screen Design, Use of Enhancements.
Another set of rubrics might include Topic/Content, Technical Requirements,
Mechanics, Cooperative Group Work, and Oral Presentation Skills.

Rubrics could be both self and teacher evaluated. Levels might include
novice (1 point), intermediate (2 points), or expert (3 points). There could
be additional levels. Areas could be weighted to reflect relative importance.
Additional requirements might be included in a header or footer. Specific
requirements could be written in or checked off on a list.

-Edgar, Randal; Principal asks for computer distribution,
Waterbury Republican, August 1 1999, section B

Principal Maryann Thompson of Maloney Interdistrict Magnet School in
Waterbury, Connecticut is pushing forward a plan that would give all of
their third grade students a laptop computer. The computers would be
paid for through school funds. The idea is that the students would keep
the computers through fifth grade, and then given away to poorer
waterbury school systems that can't afford the computers. The hope is
that students will be more likely to do their homework if it is on a
computer than if they have to write it out on a piece of paper.
Students will also get useful computer experience. Board of education
members are expected to vote on the plan this week.

"Learning by Laptop" talks about the growth of laptop computers that are
being supplied to students in elementary and middle level school systems.
The computers cost from $500 to $2000 each and are bought or rented by
parents and the school system. In an example given, Cincinnati Country Day
School pays for 1/2 of each computer, while parents pay for 1/3 of their
child's computer (The article didn't say where the other third of the money
came from). The idea is that laptops will help gratin student learning,
but there is no long-term evidence that backs this idea up. Stanford
University Professor Larry Cuban was quoted in the article as saying,
"Anyone who tells you computers are more effective than anything else (to
enhance learning) is either dumb or lying. Whatever the case may be, it is
known that the amount of schools providing laptops to their students has
grown from 52 public schools in 1996 to 170 schools in 1998-99.

#1 Herman, Leonard P. & Morrell, Mark. "Electronic Portfolios in a Virtual
Classroom." The Journal 11. (June 1999): 86-89.

    The authors have created an Electronic Teaching Portfolio Web Site
(ETPWS), which has been developed to facilitate teacher development
alone or in conjunction with an accompanying traditional in-service training
course. Because the research clearly demonstrates that the benefits of
portfolio assessment are so substantial, many school districts are
implementing policies to incorporate it into their educational curriculum.
    The Web site (ETPWS) will guide teachers through an active individual
learning experience of developing a personal electronic
teaching/professional portfolio. The goal of the Web site is to help
educators incorporate portfolios into their curriculum and assess their
students more effectively.
    Through the use of portfolios learners will have the ability to
demonstrate their skills over a period of time, to chart their profession,
highlight their individual achievements, and to demonstrate the knowledge
they felt was crucial to their learning experience.

# 2 Schulman, Allan H. & Sims, Randi L. "Learning in an Online Format versus an
In-class Format: An Experimental Study." The Journal 11. (June 1999): 54-56.

    As more and more online courses and programs proliferate, the
questions of quality and comparability of such instruction with traditional
methods naturally arise. This article presented a study that looked at pre
and post test scores of students enrolled in online and inclass versions of
the same class taught by the same instructors over a variety of disciplines.
    There were 40 students enrolled in the online courses and 59 students
enrolled in the inclass courses. The results of the post test indicated that
there were no significant differences in the scores for the online and inclass
students. Both groups of students scores were significantly higher than the
pretest (online 77.80, inclass 77.58).
    Although the study demonstrates that the learning of online students is
equal to the learning of inclass students, the generalization of this study is
very limited because of the small number of students in the sample.

#3 Doyle, Phil. "Virtual Reality and Visualization in Education." Syllabus 9. (May
1999): 18-22.

    Virtual reality technology is becoming increasingly accessible to
educational institutions everywhere, and it will have a significant impact
on the ways people work and learn in the future. Of particular interest for
education institutions is the potential for collaborative group visualization
facilities.
    The article states that Virtual reality is an effective tool for teaching and
learning because it makes better use of the human central nervous system.
By immersing users in a richly visual environment where they are
surrounded by their data and can explore it intuitively in three dimensions,
VR technology makes fuller use of our mental capacity than do graphs and
tables or flat 2D images.
    Although the current state of the technology still requires a highly
skilled professional to develop usable and effective virtual worlds,
progress in virtual reality authoring may appear in the next few years. As
virtual reality technology matures, we will see more and more high-end
development tools available for the development of virtual environments
by educators of all disciplines.

#4 Haar, Thomas V. & Mayer, Dominic M. "Scalability in K-12 Networks." The
Journal 11. (June 1999): 24-26.

    In order to accommodate growth of the computer network over time in
an orderly fashion, coordinators need a cost-effective scheme by which
networks can grow in an incremental fashion, acquiring new technology
when it becomes affordable. This article presents scalability to be that
scheme.
    Scalability refers to network growth both in terms of the number of
users as well as new applications in need of more bandwidth. A scalable
network brings that learning resources of the world into the workstations
of individual students almost instantaneously, in accordance with the latest
technology.
    Scalability is an issue that should be discussed in as much detail as
possible in a district's technology plan. This alerts the administration and
board to budget resources for the future.
    This article suggests that Ethernet/Fast Ethernet/Gigabit Ethernet is a
logical and affordable progression that will assure cost-effective
scalability. Ethernet is the standard data link protocol that specifies how
data are placed on, and retrieved from, a common transmission medium.

“Motivating At-Risk Students through Computer-based Cooperative Learning
Activities”; p. 151-156; educational HORIZONS; Spring 1999. Author:
Siowck-Lee Gan.

This article discusses whether the use of computers and cooperative
learning in the class-room is successful with students considered
at-risk (underachieving, unmotivated children who lack self-confidence
and self-efficacy) in Malaysia. These students were trained as group
leaders and experts on the use of the Internet and CD-ROM references.
They were to: consult with their teachers, research materials with their
group, train their group members in using CD-ROMS and the Internet.
Components for successful cooperative learning for at-risk students
are: individual accountability by assigning each student a specific
role and a test given to all students on content; positive
interdependence by putting work judged as excellent on the school’s home
page. These activities “encouraged promotive interaction;” where the
at-risk student discussed questions and problems with their more able
group members.

Results of the study showed that most at-risk students’ attitudes toward
learning and school improved. They experienced an increase in
self-confidence, communication and participation in class discussions.
Students improved their grades at the end of the year. Teachers found
that they had more time to work individually with the at-risk students,
and that all students took a more active part in their learning.

“Turning the Tide”; Instructor; p. 23 - 26; May/June 1999; Author:
Patrick Daley.

This article looks at how the Orange County, Florida district raised the
reading scores of students by two grade levels by using computers. The
administration felt that they had discipline and truancy problems, but a
closer examination showed that they actually had a literacy problem.
The district committed 90 minutes to literacy work each day for
participation 6th to 9th grade students. Each classroom of 20 students
received five computers that used the Peabody Learning Lab software.
The 90 minute literacy workshop included: a total of 30 minute whole
group instruction, rotations of groups of five students through
individualized reading activities; instructional reading with the
computer; modeled reading with audiobooks; and small group instruction
with the teacher.

The computer provides students with a tutor named “Melvin”, where
students can ask him questions when necessary. The software analyzes
student responses and provides immed- iate help. The software also
provides teachers with student assessment. Students also feel that
Melvin is non-judgmental, and never gets frustrated.
“Database Driven Web Systems for Education”; Educational Technology; p
31 – 38; July-August 1999; Author: Steve Garrison & Ray Fenton.

This article discusses “static” vs. “dynamic” pages on the Web. Static
pages become out-dated quickly, whereas dynamic pages can be updated.
Database-generated Web pages provide more current information than
static pages. A browser is needed to view a published database. Uses
in education are: requests for books from the library; statistics from
schools regarding graduates who have become employed; teachers creating
lesson plans and revising them to a database; administrators are
surveyed, results compiled. A valuable use for teachers is for
assessment purposes, where a skill is graded and feedback is immediately
given to teachers. Teachers can gain information about areas where
extra instruction is needed. The article states that both types of
pages (static and dynamic) have their place in education.

Learning & Leading With Technology; p 6 - 13; May 1999; Author:
Lynne Anderson-Inman and Leslie Ditson.

Teachers use concept mapping to help students organize and verbalize
what they know.
This article compares the advantages of using computers to map concepts
vs. the traditional method of mapping concepts using paper and pencil.
Advantages are: typing is faster than writing, ideas can be easily
manipulated and organized by using the click and drag key; ideas are
easily expanded and elaborated upon; the results can be printed for
each student.

Concept mapping can also be used for curriculum planning by helping
teachers organize lessons or themes, elaborate important ideas or
questions with notes, and expand on the lessons. Advantages of using
concept mapping in curriculum development are: content and structure of
units are easily represented and encourages frequent planning and re-
vising.

Student use of concept mapping has many advantages. Teachers can easily
evaluate student learning by comparing their revisions to their original
concept maps. Students who use concept mapping score higher on tests.
The use of graphics with concept maps increases retention of the
material, and minimizes the need for text. This is especially helpful
for students who do not have success with traditional textbook
learning. Use of concept mapping by using computers should increase
student interest in topics.

“Database Driven Web Systems for Education”; Educational Technology; p
31 – 38; July-August 1999; Author: Steve Garrison & Ray Fenton.

Learning & Leading With Technology; p 6 - 13; May 1999; Author:
Lynne Anderson-Inman and Leslie Ditson.

Reconditioned PCs--a new solution for bringing technology into the classroom,
Stuckert, Bill. The Journal, Aug 98, Vol. 26 Issue 1, p78 2/3p.

This article discusses the advantages of buying reconditioned computers for schools
through companies such as Comdisco. Comdisco works with schools that have very
limited information technology budgets. One schools director of technology was able to
save so much money purchasing reconditioned computers that she was able to use the
surplus money for new software. The article also outlines steps for accessing your
school's technology needs to determine exactly what you need. the article ends by
mentioning Comdisco's well trained and experienced technicians who inspect,
recondition and configure the PCs.

TRISH TYCZ's abstracts
ARTICLE 1:
GOTTFRIED, JACKIE; MCFEELY, MELISSA GILLILAND. "LEARNING ALL OVER THE
PLACE: INTEGRATING LAPTOP COMPUTERS INTO THE CLASSROOM."
(FOUND IN THE ERIC DATABASE).

THIS ARTICLE DISCUSSED THE EFFECT OF LAPTOP COMPUTERS IN THE CLASSROOM.
THE EXPENSES WERE DISCUSSED AND ALSO PARENTAL INVOLVEMENT. THE OVERALL
POSITIVE ASPECTS OF THIS IDEA SEEMS OVERWHELMING BUT UNTIL A MORE
WIDESPREAD CONTROL GROUP CAN BE STUDIED, THE OUTCOME CAN NOT BE MEASURED
ACCURATELY. THIS SEEMS TO BE A GOOD IDEA, BUT IT WOULD BE EXTREMELY
EXPENSIVE FOR THE SCHOOL DISTRICTS.

ARTICLE #2:
BARE, JOHN; MEEK, ANNE. "INTERNET ACCESS IN PUBLIC SCHOOLS. ISSUE
BRIEF." ALSO FOUND IN ERIC.

THIS ARTICLE LOOKED AT THE NATIONAL CENTER FOR EDUCATION STATISTICS
SURVEY OF PUBLIC SCHOOL GROWTH IN OBTAINING INTERNET ACCESS. THE GOAL
IS TO HAVE MORE ACCESS TO THE INTERNET BY THE YEAR 2000. IN FALL 1994
THE INTERNET ACCESS PERCENTAGE OF SCHOOLS WAS 35%, IT MOVED UP TO 78% BY
THE FALL OF 1997.
THIS ARTICLE ALSO DISCUSSED THE IMPORTANCE OF THE TEACHERS ROLE IN
FACILITATING LEARNING THROUGH THE INTERNET. AND ALSO VERY IMPORTANTLY,
PROTECTING STUDENTS FROM HARMFUL INFORMATION ON THE INTERNET.

ARTICLE #3:
"SCHOOL TECHNOLOGY: FIVE SCHOOL DISTRICTS' EXPERIENCES IN FUNDING
TECHNOLOGY PROGRAMS. REPORT TO CONGRESSIONAL REQUESTERS."
ALSO FOUND ON ERIC.

THIS ARTICLE EXAMINED FIVE SCHOOL DISTRICTS FROM NORTH CAROLINA, OHIO,
NEW HAMPSHIRE, NEW MEXICO, AND WASHINGTON. IT STUDIED THE EXPERIENCES
OF THESE DISTRICTS WITH THEIR TECHNOLOGY FUNDING. THERE WERE FOUR
QUESTIONS THAT WERE ADDRESSED:
1) WHAT FUNDING SOURCES HAVE SCHOOL DISTRICTS USED TO DEVELOP AND FUND
THEIR TECHNOLOGY PROGRAMS?
2) WHAT BARRIERS HAVE DISTRICTS FACED IN FUNDING THE TECHNOLOGY GOALS
THEY SET, AND HOW DID THEY TRY TO OVERCOME THESE BARRIERS?
3) WHICH COMPONENTS OF DISTRICTS' TECHNOLOGY PROGRAMS HAVE BEEN THE
MOST DIFFICULT TO FUND, AND WHAT HAVE BEEN THE CONSEQUENCES?
4) HOW DO DISTRICTS PLAN TO HANDLE THE ONGOING COSTS OF THE TECHNOLOGY
THEY HAVE ACQUIRED?

ARTICLE #4
HAILE, PENELOPE J. "MULTIMEDIA INSTRUCTION INITIATIVE: BUILDING
FACULTY COMPETENCE."
THIS ARTICLE WAS ALSO FOUND ON THE ERIC DATABASE.

THIS ARTICLE ADVOCATES MOVES TOWARD MORE TECHNOLOGY-ENRICHED LEARNING
ENVIRONMENTS FOR STUDENTS IN WHICH STUDENTS, TEACHERS AND COMPUTER STAFF
WORK TOGETHER. STUDIES SHOW THAT INITIATIVE SUCH AS THIS INCREASED
STUDENT MOTIVATION AND PARTICIPATION BECAUSE OF THE MORE ACTIVE LEARNING
ENVIRONMENT. ALSO, STUDENTS FELT THAT THEY WERE ABLE TO LEARN CONCEPTS
EASIER THROUGH THIS TYPE OF LEARNING. TEACHERS ACTED AS THE FACILITATOR
RATHER THAN JUST A KNOWLEDGE DELIVERER. INVOLVEMENT FROM BOTH TEACHERS
AND STUDENTS AS WELL AS COOPERATION ALSO MADE FOR MORE POSITIVE RESULTS.

1) TEACHER GOES TO EXTREME TO WIN FELLOWSHIP. WED. MAY 24, 1999,
THE NEW LONDON DAY
FIRST GRADE TEACHER RECEIVES FEDERAL CHRISTA MC AULIFF GRANT
TO RUND INTER-DISTRICT PROGRAM ABOUT EXTREME ENVIRONMENTS IN
SPACE AND THE OCEAN. ALL CLASSES WILL BE PROVIDED WITH CD-ROMS
AND OTHER COMPUTER RESOURCES SUCH AS THE JASON PROJECT WHERE
STUDENTS ARE LINKED VIA-SATELLITE TO SCIENTISTS WORKING IN EXOTIC
LOCATIONS FOR INTERACTIVE SESSIONS.

2) IMPACT OF 'DIGITAL DIVIDE' DEBATED. PAUL SHEPHARD, AP PRESS
WRITER. TUESDAY, JUNE 25. (YAHOO NEWS ON-LINE OM/SEARCH/NEWS?)
DISCUSSES THE ISSUES OF LOW COMPUTER OWNERSHIP AND
INVOLVEMENT ON-LINE OF MINORITIES. MENTIONS THAT 41% OF WHITE
FAMILIES OWN PERSONAL COMPUTERS WHILE ABOUT 19% OF BLACK AND
HISPANIC FAMILIES DO. DEBATES HOW THIS AFFECTS CURRENT STUDENTS
AND THE RAMIFICATIONS FOR THE FUTURE.

3) SCHOOL TAKES THE NEIGHBORLY APPROACH. BETH BERSELLI,
WASHINGTON POST STAFF WRITER, SUNDAY, MAY 23, 1999; PAGE M03.
(WASHINGTON POST.COM)
DISCUSSES HOW AN ELEMENTARY SCHOOL USED A GRANT TO TURN THE
SCHOOL INTO A COMMUNITY CENTER. COMPUTER CLASSES FOR ADULTS
ARE OFFERED AS WELL AS A WIDE ARRAY OF OTHER ACTIVITIES BRING
THE COMMUNITY TOGETHER.

4) TALKING UP SHAKESPEARE IN CYBERSPACE. EUGENE L. MEYER
WASHINGTON POST. THURSDAY, MAY 20,1999; PAGE M02
DISCUSSES COLLEGE PROFESSOR'S AWARD WINNING WEB SITE WHERE
SCHOLARS CAN DISCUSS AND COMPARE VIEWS VIA E-MAIL OPENING UP
AN ENTIRELY NEW E-MAIL ACADEMIC COMMUNITY.

5) TECHNOLOGY AND ITS CONTINUAL RISE AND FALL. EDUCATION WEEK
ON THE WEB. MAY 19, 1999.
ARTICLE SURVEYS RISES AND FALL OF TECHNOLOGY IN THE
CLASSROOM FROM THE TV TO THE COMPUTER AND BEYOND. DISCUSSES
REASONS VARIOUS PEOPLE HAVE FOR BELIEVING THAT COMPUTERS AND
THE INTERNET WILL NOT FALL BY THE WAYSIDE AS OTHER
TECHNOLOGIES HAVE.

TITLE: The Underutilization of Computers to Assist in the Remediation of Dyslexia.
AUTHORS: Stephen Sands and Ester S. Buchholz
SOURCE: International Journal of Instructional Media, 1997, Vol. 24 Issue 2, p153, 23p
ABSTRACT: Explains dyslexia and the problems many students have in learning to read. Argues for the use of drill and practice computer software in helping such students overcome their reading disabilities. Claims that because drill and practice compute
r software provides "repeated practice exercises which integrate visual, auditory and motoric elements," it helps dyslexic students learn to read. Such software also enables the teacher to measure the student's difficulty and progress.

TITLE: Instructional Technology: Pedagogy for the Future.
AUTHOR: Lawrence A. Tomei
SOURCE: T H E Journal, Dec97, Vol. 25 Issue 5, p56, 4p
ABSTRACT: Explains the paradigms of using instructional technology in the classroom and offers solutions to problems. Also explains which types of instructional technology are most appropriate for the different learning theories (behaviorism, cognitivism
and humanism) and which types of instructional technology are most appropriate for different student abilities. Gives examples of appropriate applications of instructional technology as well as examples of misapplications.

TITLE: Web Teaching Networks in Taiwan.
AUTHOR: Gertrude W. Abramson
SOURCE: T H E Journal, Jan94, Vol. 21 Issue 6, p64, 4p
ABSTRACT: Explains the how technology is being used in classrooms in Taiwan and gives an overview of the WEB computer operating system's use in the Taiwanese educational system. Cites some major differences in the use of technology in classrooms in Taiwa
n versus its use in classrooms in the United States: all Taiwanese teachers are computer literate; instructional technology focuses on learning to master computer use rather than as a means of augmenting the instruction of such subjects as mathematics, re
ading and science; and, in the ninth grade, all students are expected to become computer literate (capable of keyboarding and having knowledge of hardware, programming, operating systems and certain applications).

TITLE: Assessing Students' Ability To Use Computers: Theoretical Considerations for Practical Research.
SOURCE: British Educational Research Journal, Feb97, Vol. 23 Issue 1, p47, 13p
AUTHOR: Neil Selwyn
ABSTRACT: Stresses the need for a functional definition of "computer literacy." Discusses the importance of being unable to accurately assess students' ability to use computers and proposes a theoretical framework to allow an accurate assessment of stude
nts' computer abilities.

Kent, W. Todd and McNergnery, F. Robert. Will Techology Really Change Education? Chapter 4
"Teaching with Technology". Corwin Press, Inc.,1999.
This chapter in this book explains the negative side to computer technology in the class room. The
authors feel that teachers don't get enough point across to the students, where they get lost and can not
get back or understand the material. The authors also feel that too much emphasis is put on Educators
to understand and teach computers that education is not being applied as well as it should be . This
chapter read that students are not all on the same educational wave. I enjoyed this book and was
showed to look at the other side of Computer Technology in our claasrooms.

Lederman, Tim. "Local Area Networks for K-12 Schools." ERIC Digest 1995
This article was about the "LAN" system and how it can be used in the classroom. The author defined
"LAN" as Local Area Network, which allows computers to share information to any system in the
network. The author expressed many great influences this system would have on the educational
system. He belives that this would help with teaching and learning without having many networks
and to be able to share teaching technical stratagies. I also enjoyed this article and was impressed on
how thw network would work in the school system.

Mathews, C. Jonathan. "Computers and Art Education." ERIC Digest, 1997
In this article it explains the diference computers have had on the art world and how teaching art has
changed. This article decribed having art only be pen, pencil, paper, etc., but not with the computer
graphics and much more. They explain how computer have enlifted art education into another
deminsion. I really enjoyed how the computer gave life to a dying age of education.

Carroll, G. Thomas, P.h.D. U.S. Department of Education. "Perparing Tomorrow's Teachers to use
Technology." http://www.ed.gov/teachtech/, 1999.
This article explains how the government is backing education in the school system. They are giving
grants to schools who need and want computers in their school educational system. I was impressed
with the governments passion to have our next generation be brought with computer knowledge
instead of being computer illiterate.

1. Moschella, David. Computer World. 4/19/99, Vol. 33 No.16, "Electronic Books
Poised to Become a Key Medium", 31.
This article discussed the advent of electronic books and how someday they would
replace regular books. This is important because students will now be able to find
whole novels, historical references, and exerpts from literature by simply
downloading it on their PC.

2. Morgan, Cynthia. Computer World. 4/19/99, Vol. 33 No. 16, "Taming the Desktop",
93-94.
This article discussed how the University of Ontario installed a network of computers
in their library which virtually allows students to do research without even leaving
the dorm. The school made all of their library materials, except novels, accessible
on-line. The students would have to actually go to the library for certain materials
and then mail them to themselves, ridding the use of copiers. This is important
because it shows how facilitated research has become and the advances that are being
made.

3. Morgan, Eric Lease. Computers in Libraries. 4/99, Vol. 19 No. 4, "Possibilities for
Proactive
Libraries", 34-35.
This article discussed how computer technology could be made more proactive in the
future. The author suggested that CD-ROM be used to organize related information,
so that when a student searched for a topic, that all of the libraries information on that
topic would be found. He also suggested that students should be able to E-mail the
library with a question and that the librarians would return an answer promptly so
that specific questions may be answered.This is important because it again shows the
advances that are being made to facilitate research.

4. Benjamin, Jules R. A Students Guide to History and the Internet. 1994.
This discusses the importance of the internet and relation to the classroom. It tells of
how schools will be dependent on the internet when class sizes are too big to be
taught in school, and that on-line information will make going to the library obsolete.
It also discusses how important this will be to history classes because they are
virtually dependent on research and the internet is the reseacrh tool of the future.

1. Achieving the Goals--Goal 5 - First in the World in Math and Science Technology Resources, United States Department of Education, http://www.ed.gov/pubs/AchGoal5/doe.html.

This web site comes from the United States Department of Education. It gives an outline of their goals. It includes links to publications and people to contact. Anyone can go here and search a collection Department of Education publications for anything related to education, from diversity to special education.

2. Multimedia [videorecording]: how does it really work in the classroom? / Presented by Institute for Academic Technology. 1993

This videorecording shows how American Schools can be enhanced and improved using multimedia applications in the classroom. It gives the pros and cons of using this type of teaching resources.

3. Perkins, David N. Software goes to school: teaching for understanding with new technologies. Oxford University Press. 1995.

This book includes a large collection of different articles on technology in the classroom. This collection includes things like integrating computers into the classroom and how technology will change the way the classroom will work as we work toward the 21st century.

4. Cuban, Larry. Teachers and machines: the classroom use of technology since 1920. Teacher’s College Press. 1986.

This book is a detailed reference of how technology has changed the classroom since the 1920s. It includes some pictures and diagrams of the tools used in the classroom.

This article offers observations on technology in different classrooms and teaching styles that use
technology. It briefly explores different schools methods of using computers to learn. In this essay,
Charp tries to define the classroom of tomorrow. She discusses that schools must have technology rich
environments. This will result in richer classroom content, higher student achievement, lower dropout
rates, and improved attitude and enthusiasm for learning. The article continues to discuss attempts at
defining technical literacy.

Lento, Louis. "Presenting the Future in Today's Classroom." THE Journal 6 (Jan1999): 41-44.

This article discusses the use of technology in classrooms, and its impact of technology on education.
Lento begins his essay by describing a scenario of a typical Monday morning at Jennifer's house. He
describes her technology-rich environment before she leaves for school. He continues to explain that
teachers must keep up with this technology in order to keep Jennifer's attention in a school setting. He
discusses the advantages of time-saving when using computers. He also discusses the higher intellectual plane that teachers can teach upon when using computers. Finally, he explores different situations that teachers have used in classrooms that incorporate highly-effective technology. He tells teachers that they must compete with students' homes in order to get students motivated.

Berg, Susan et al. "Exemplarly technology use in elementary classrooms." Journal of Research
on Computing in Education. 31 (Winter98): 111-123.

This article is a study that identifies and describes how eemplary technolgy-using teachers in
southwestern Ohio are using technology in their elementary classroons. It begins by describing the
methods of data collection. The authors write on the different research questions that they asked the
professionals. Then, in the second phase of the questionnaire, there was a test of content validty. The
results were that 76 teachers mostly agree with the coordinators about technology uses. The article
includes a chart that rates the responses of the participants about students that use technology in different settings (multimedia, CD-ROMs for research, WWW, etc.). The significance is that the researchers found that multimedia presentations, Internet research, instructional planning, writing and desktop publishing, basic skills, and problem solving were the most important uses of technology, according to the poll.

Maurer, Matthew M. et al. "Technology, Children, and the Power of the Heart." Phi Delta
Kappan. 80 (Feb99): 458-461.

This article discusses the use of technology in the classroon and how the use of technology is used to stimulate learning. It also discuss a typical approac to using technology, the teaching methods that being with a didactic approach. The article also concentrates on children's nartual ablity, enthusiasm, and willingness to master new skills. They discuss the idea of journal writing and digitizing pictures. It also reminds teachers to make the children experts in areas of technology and that will maximizes the child's power. This was a very powerful articled that spoke more of children and technology than the others that I have read. The others discuss teachers' roles with technology. THis article focused on the children.

ARTICLE ONE:
Classrooms of Tomorrow by Dr. Sylvia Charp
T.H.E. Journal, volume 26 Number 6, January 1999 pg.4

    This article is a great one to describe the effects that computers have on education.
Dr. Charp discusses how the use of computers in the classroom has brought about
four major changes in public schools systems. These four changes are:
                1. More rich classroom content.
                2. Higher student achievement.
                3. Lower dropout rate.
                4. Improved attitude and enthusiasm for learning.
    Her article then goes to discuss more on how their needs to be more funding for
better training for teachers that are using these computers. The article finishes with
how can't be helped unless the teachers have the knowledge first.

ARTICLE TWO:
Lights, Camera, Interactions by Jim Schneider
T.H.E. Journal Volume 26, number 7, Feb. 1999, pg 38.

This article discusses the use of computers in classrooms to create films. It
specifies on having film courses in the public school systems as electives. From there
taking major CD-Roms such as Star Wars, or others to help students produce their
own films. They talk on how this is an expensive program, but it will be of great
service to students who enjoy working with computers, or want to go into film
making.

ARTICLE THREE:
In Response....Designing on Online Journal by Linda Bennet, Assistant Professor,
University of Missouri-Columbia, T.H.E. Journal, Volume 26, Number 7 Feb., 1999 pg
52.

In Response is a great article about setting up an online journal for students to use.
The teacher sets up the journal to ask questions like I learned, I would have liked to
learn, My goals for the future are,. The students then type in their answers, and
e-mail it to the teacher. This eliviates students from carrying journals, loosing papers,
and the teachers won't loose papers either. It's a much more convenient, and neat
way. Another advantage to this system, is that if their is a child in the class who
cannot finish the assignment in the class period, it's very easy for them to continue it
during a study hall, or after school. The journal has three main purposes wrote Ms.
Bennett, to have students write, react, and reflect.

ARTICLE FOUR:
Teaching Technology Allows Educators to Become Virtual Mind readers -by Sara
Benedets, T.H.E. Journal, Volume 26, number 7, Feb. 1999, pg 71

    This article brings a new kind of technology to the classroom. The way it works, is
each individual students receives a mini computer, looking almost like a word
processor. From there every time the teacher asks a question the students type in
their responses. >From there, the responses are sent to the teachers computer, and the
answers are displayed. Ms. Benedets argues there are three major benefits of this
system. They are:
            1. 100% participation from the class.
            2. Feedback can be given, because there is more to work with. (You can tell
who knows what, and where students need help)
            3. Easy implementation.

I agreed with her on some of these points, but I also felt that there were some
negative aspects too, such as it's not a very personal system, and I thought a lot of rich
discussion, and debates would be lost in the classroom.

Morino, Mario (1997) The Impact of Technology on Youth in the 21st Century. Viewpoints (Opinion
Papers). 23 pages.

This essay talks about the domination of interactive communications on the young people of the U.S. Discussions range from free internet use for everyone to increase of literacy and interpersonal skills. In this paper there is also a discussion on how the community can help improve use of computers.

Maier, Pat (1998) Using Technology in Teaching and Learning. Books Guide, 132 pages.

This guide provides teachers and students with the ability to understand how technology can help
better universities. This guide was provided in hopes that teachers would learn new methods of
teaching. The aim of this guide was to allow teachers to integrate learning and tech in the class.

Clements, Douglas (1998) Young Children and Technology. Reports Speeches, 21 pages.

This report looks over computers and social interaction, curriculum, and teachers. It explains how
children spend more time on the computer than playing with friends. Computers help aid students in
learning. This helps them build knowledge.

Bare, John (1998) Internet Access in Public Schools. Issue Brief. Reports, 4 pages.

This was an overall survey of how much progress schools had made in connecting to the internet.It also examined who supported internet access in schools and if there would be more access by the year 2000. The report looked at who was helping out with the internet access issue and challenges that educators faced.

1. Rittschof, Kent A. & Kulhavy, Raymond W. "Learning and Remembering
from Thematic Maps of Familiar Regions." Educational Technology
Research Development.
Volume #46 Number 1 1998
The article talks about how four methods of symbolizing data affect
learning from thematic maps of familiar regions. Two experiments were
conducted.

2.Young, Andrea C. & Reiser, Robert A. & Dick, Walter "Do Superior
Teachers Employ Systematic Instuctional Planning Procedures? A
Descriptive Study"
Volume 46 Number 2 1998
This article is about nine teachers (five secondary and four
elementary) from a single school district that were examined about
systematic instructional planning practices. Different face- to- face
interviews were collected and written essays about the teachers were
reviewed to write about this study.

1) Author: Wendy Rickard Bollentin
Title: Can Information Technology Improve Education?
Source: Educom Review, Jan/Feb 1998, Volume 33-1, page 50-54

This article shows voices, attitudes and perceptions of what technology will do in
the classroom. In this article, it is shown that Todd Oppenheimer, a writer for the
Atlantic Monthly feels that, "there is no hard evidence that computers and technology
have any measurable effect on learning. They may in fact, he says, hold some
responsibility for educational decline" (50). Throughout the article, I did find some
positive responses about computers in education. Educom feels that "technology
offers more customized learning environments" (50).

Author: Louis Lento
Title: Presenting the Future in Today's Classroom
Source: THE Journal, Jan 1999, Volume 26-6, Page 41-43

This article is about using different types of technology in the classroom. The
technonolgy ranges from projectors to computers. The arguments used for this
technology enhancement are that students learn in different ways, and that it takes a
teacher less time to show one lesson.

articles reviewed by Carlos Ivan Flores
1. Berge, Zene L."Interaction in Teaching and Learning." Educational
Technology
Vol. #39 Number 1 pg. 5. January-February 1999
This article says that there is a believe that a high level of
interaction is desirable and positevely affects the effectiveness of
education, it is not clear from research that interaction improves te
quality of learning.

2. Resnick, Mitchel. "Technologies for Lifelong Kindergarden."
Educational Technology Research and Development
Vol. 46, No. 4, 1998
The article discusses a new generaton of computationally enhanced
manipulative materials, called digital manipulatives(such as
programmable building bricks and communicating beads) aim to eable
children to continue tolearn with the kindergarten approach even as they
grow older.

3. Holzberg, Carol S.. "The Right Stuff for Young Children." Electronic
Learning.
pg.30 May/June 1997
This article discusses the diverse collection of programs to develop
kids' written expression. Like Kid Works Deluxe which allows young
writers toggle between words and images.

4. Haymond, Ruel. "Internet Accesibility in Latin America." Educational
Technology Research and Development.
Vol.46, No.3, 1998
The article talks about the emergence of the internet including the
World Wide Web that has finally provided persons of all nations and
languages the potential of unlimited access to the geratest virtual
library.

5. Harp, Lonnie. " Feds and States Up the Ante." Electronic Learning.
pg. 41 May/June 1997
The article discusses how the government has giving schools more dollars
for school technologies, but now legislators want results. Increasing
from $200 million to $425 million in 1998.

" Education and the Future" by Fred Bennett
from "Educational Technology and Society Journal" 2(1)1999
ISSN 1436-4522

The author proposes that computers will "dramatically upend all of society
as we know it" and that education would have the "greatest alterations" He
further visualizes sweeping changes in educational settings . Teachers are
willing to use the computers yet ye changes within the education system are
slow to be accepted-small changes over a long time are the norm---Mr.Bennett
feels the limited use of computers will change because(1)"Computers can
teach better than most human teachers" and "the need for improved education".
The author feels that computers can be "private tutors" for both the slow and
high achieving students--"Education will mutate from an art unchanged for eons
into a science that is constantly advancing"Mr. Bennett feels the most change
will take place in the K-12 area, with each child having a computer in the
class and that rapid advancement in learning is possible with constant
upgrades to the machinery. Teachers will not disappear entirely, as the learning
process still needs interaction of student with student and student with
human teacher-"Machines will teach, but humans will educate" To answer to
the critics of such changes, Mr. Bennett discusses the invention of the
automobile and how people did not think that it would affect great changes
either---that the change to a computer run society in inevitable, just as the
cnange from a horse driven society was inevitable.

"Technological Utopianism and the Future (Im)perfect: A Response to Fred
Bennett"
Educational Technology & Society Journal 2(1) 1999
ISSN 1436-4522

The author disputes the views of Mr. Bennett in his article about Technology
changingthe educational system totally---and says that Bennett's views are
strictly "utopian"Mr.Selwynfurthers states that Mr. Bennett"s ideas are
simplistic and do not consider the larger effect of technology in education on
society and culture---that Bennett sees informational technology as an
"educational fix" Furthermore, Bennett believes that all students can and will
benefit from the computer education, in spite of differences in socioeconomic
backrounds-he asserts that" all students are 'fascinated" by learning on the
computer"Mr. Selwyn counters that there will be inevitable "disparities and
inequality of both opportunity and outcome"Bennett does not address the
involvement of government and business in the educational technology-nor does
he address the effects of the involvement. Finally the author states his
opposition to Bennett's ideas of an Information Technology Utopia and "To
continue to treat it as existing in a social, cultural and economic
vacuum will have more of a damaging effect in the adoption of computers in
education than any number of 'naysaying' administrators, teachers or students."

three citations from Elizabeth M. Tucker
February 21, 1999 Edu 360 01 Dr. Stoloff

Emrich, Alan. Wilson, Johnny L. Sid Meyer’s Civilization or Rome on 640K a Day. Prima Publishing. Golden Empire Publications, 1992.

This book is a must for those who are serious about Sid Meyer’s game Civilization. This book goes over every aspect of the game and includes various maps and “cheats” to help you gain a greater enjoyment of the game. I recommend this book to any teacher who suspects that a student would gain a better appreciation for strategies in history or who are intersted in how the rise and fall of civilizations have occured. The game, which is what this book goes into great depth in, begins in the third century B.C. It is up to the player to defeat the forces of historical conquerors such as: Napolean, Caesar, and Genghis Khan. The book helps the player to develop strategies in battle, finding a geographically superior land, and cultivating agriculture. Not only does the player have to be strategically fluent in the devlopment of the civilization, but the player also has to learn how to “politically” run the people of the society. The player must have a great understanding of how politicians develop the balance of creating a tax and how to keep it low enough to satisfy the citizens and high enough to pay for the debts of the city. By allowing a student to gain historical, strategic, and political knowledge in this entertaing mode, a game influenced student will be able to benefit with the game. After being “hooked” into the game, this book will provide extra guidance to cultivate the student’s interest in learning how to develop their own civilization.

Lemay, Laura. Teach Yourself Web Publishing with HTML 3.0 in a week. Sams.net Publishing, 1996.

This book is ideal for users who wish to understand the various computer terms which is becoming a norm in today’s society. Not only does it help the user to design their own web site, this book also takes the reader on a step-by-step understanding of what the world wide web is and how it can work for he user. This book is in easy readable language and explains all terms to help relax the reader in the computer universe without making the reader intimidated with the process of setting up the web site. This book breaks down the various languages that are used for the web site and how you can add images or sounds to your page. Students can gain a greater understanding of how and what a web page is for and can stimulate computer use by allowing them to create their page which suits their character.

Goode, Steven. “A Link to the Civil War.” The Hartford Courant. 14 February 1999, PH1-2.

This newspaper article provides a direct internet link into the Hisorical Societ’s web site. On this site, there are dozens of photographs of authentic Civil War artifacts and explanations of all items. The Historical Scoiety decided to publish this on the internet so people who were not able to come to Connecticut to view these artifacts could still enjoy them. One personal item includes a note from Abraham Lincoln to the senator of Connecticut. An artifact like this may be accessed at any time of the day. Students will be able to get any information necessary for research projects or for just their own.

Discusses the idea of how video cameras can have a major impact on the effectiveness and motivation the classroom. The book also demonstrates ways in which the camcorder and VCR can enliven the
curriculum.

Title: Computer in the Classroom: How Teachers and Students are Using
Technology to Transform Learning.

Evaluates the use of computers in the classrooms and how technology can be used to revolutionize the
classroom. Shows how the introduction of computer technology can transform the educational experience
of the students, the teachers and their communities.

Stuckert, Bill. Reconditioned PC's. The Journal, August 1998, Vol. 26
Issue 1, p.78.

Summary: This article provides information of what to look for when
purchasing a computer for use in the classroom. It looks into the
functionality, cost, performance, and maintenance of a PC.

Lee, Shih-Chung. A study of the design and functionality of multimedia
classroom. International Journal of Instruction Media,1998. Vol 25,
Issue 3.

Summary: This article discusses the use of computers as a guide to
education in the classroom. It talks about the use of scanners and
video imagers to present the information to the class. The benefits of
computers in classrooms is the access to information through the use
of the web.

Summary: This article is about a fourth grade teacher, Al Spencer, at
Terra Linda Elementary School in West Jordan, Utah. He discusses
the benefits that computers have on hand written assignments for his
students. With the aid of computers, the students have increased the
ability of there creative writing skills.

Thompson, Rory J. Teachers Grade PC's Average. Information Week,
1997, Issue 651.

Summary: The article discusses the results of the 1997 Tenth Planet
Teachers and Technology Survey on PC's. It deals with the computer
increasing student achievement. There has been a request for more
quality software.

Teaching with Technology -

Annotated Bibliography by Karen Wright

Gascoigne, Marc. You Can Surf the Net, Puffin Books, New York: 1996, 28-32.
In this chapter of the book the author explains the World Wide Web. Since
the book is written for students the terms used are those that students who
are not familiar with computers will understand without any problem. Each
term associated with the World Wide Web is defined in detail and with
examples. He also takes the reader through different Web sites and explains
what they will find there.

Gascoigne, Marc. You Can Surf the Net, Puffin Books, New York.: 1996, 50-59.
The chapter is entitled "How to do Stuff", which is an appropriate name since
it demonstrates various applications which can be performed using the
Internet. E-mail is very easy to figure out after usinig the tips in this chapter.

Gascoigne, Marc. You Can Surf the Net, Puffin Boooks, New York: 1996, 89-141.
This final chapter is dedicated entirely to Web sites that would be of
interest to children. Each site is explained briefly and some general
comments are made regarding the site.

Schools and Technology by Leslie Cassinari

This article is about a Texas suburban school district's (the Carroll Independent School District)
performance-based technology competency program "...designed to motivate all employees to learn
new technological skills and to impart that knowledge to students."
The program began in 1993 and is currently growing. The program unfolded into three levels
entitled: "Technology I, II, and III."

1. Discuss ethical issues in technology (copying disks).
2. Operate computer systems with an understanding of basic
vocabulary and how to set-up hardware.
3. Demonstrate the use of two out of three computer tools--word
processing, databases, and spreadsheets.
4. Use computer graphics programs.
5. Research emerging technologies (CD-ROMS and video disks).
6. Integrate various technologies into the classroom
(multimedia).
7. Demonstrate computer trouble-shooting.

1. Demonstrate telecommunications competencies to enhance
professional development and instruction (Example: TENET, The
Texas Education Network).
2. Research and evaluate emerging technologies, such as CD-ROMS
and video disks and write a report on how you would use these
technologies in the classroom.
3. Evaluate five types of software (skills-based?,
Constructivists?, Networkable?)
4. Use technology for personal productivity and instructional
enhancement.

1. Those who completed the first two levels are now able to
submit a mini-proposal/grant proposal for an individualized
technology project that puts to use the competencies mastered.
The proposals must address the nature of the project, how it
puts the second level competencies to use, and how it directly
involves or affects students.

What really amazed me, as I read the article, was number one, how the district was able to offer
cash stipends for those professionals, paraprofessionals, and auxiliary staff who participated in
these technology programs ($525 for professionals and $300 for auxiliary staff) and number two, the
success of their programs.
In the first year 97% of the teachers and administrators demonstrated proficiency in the
competencies. In the second year 82% of the district's professional staff demonstrated proficiency in
the second level competencies.
The article stated that many of the participants at a recent training session left with a "sense of
accomplishment and the desire to learn more". It also purported that "technology has been a leveling
factor that has brought together people from all over the district---including students---to work
toward a common goal."

One question to think about is, "Is technology training, its use and application within school
districts a unifying force?" "Are we at the forefront of a new form of cultural community?" I feel that
because we are in the midst of the technological boom we won't be able to answer these questions
until it is behind us. In the mean time, if other school district's approach technology training and
application the same way this Texas school district approached it, our schools, teachers, children,
and economy would flourish.

Spilman, Craig, E. "Transforming an Urban School", Educational Leadership, January 1996,
p.34-39.

The article describes how an urban school was radically transformed. The school was considered
archaic, held back by tradition, central authority, low expectations, and had a history of ineffective
leadership.
Drastic changes were made; traditions were broken, bureaucratic control was replaced by
school-based management, teachers were empowered to become part of a collaborative school/based
decision-making body and resistant teachers were asked to transfer to other schools. As a result
"Canton was able to...(develop) a cohesive team of leaders committed to making shared decisions
and building a better place for children to learn."

1) Developing a School-Based Curriculum
2) Creating Inclusive Classrooms
3) Using the Tools of Technology

Funding for technology was requested. Grants and partnerships were obtained from private
foundations, universities, the State Department of Education, and technology vendors. As a result of
these efforts, the school now has:

1) A network of "backbone" file servers
2) CD-ROM players
3) 200 third-generation IBM/Tandy/Macintosh computer work
stations.

2) Library media software which allows the students to access
card catalog information and CD-ROM research information.

3) a 24-hour homework line which enables parents to contact their
child's teacher in the classroom.

It is obvious that a lot of money, time, energy, and good planning went into this particular school
and the effort has paid-off. Students and teachers are learning, applying, and becoming better
prepared for our exponentially changing technological society.

Brand, Myles, "The Wise Use of Technology", Educational Record, Fall 1995 p.39-45.

This was a very emotional article written by the president of Indiana University and Professor of
Philosophy. To me, his main message in the article is that the institutions of higher education better
work on maintaining a balance between distance learning (via technology) and face-to-face
traditional teaching practices.
He describes how distance learning has the potential to replace campus universities and colleges.
The consequences of this replacement would be a loss of Academia's traditional campus
environment which provides: interpersonal communication skills, cultural and artistic experiences,
(face-to-face) creativity and knowledge, and the experience of acquiring and developing values and
goals toward the development of becoming a good citizen with a productive life.
Brand argues for the need for responsibility, discrimination, and the foresight of those in higher
education to see the pitfalls as well as the positive potentials of technology in higher education.

2) Loss of the desire to learn due to the lack of achievement
motivation due to lack of competition.

3) Loss of the desire to learn due to lack of personal
interaction with outstanding and dynamic guides and coaches.

4) Virtual university narrows the missions of higher education
by pulling apart the integrated whole of learning, research,
and service (i.e. high-quality instruction, creating new
knowledge, enhance the cultural and artistic environment,
bringing knowledge and creativity to active citizenry in ways
that improve the quality of life for all).

6) Inability to provide an environment which fosters growth in
interpersonal communication skills.

7) We jeopardize our advantage over other countries. American
Universities "...are the engines of the
basic and applied research that drives our economy" while
other nations rely far more on their government and industry's
research.

8) The loss of personal and intellectural growth gained on
traditional college campuses (i.e. the development of values
and goals, learning to work as part of a team and acquired
respect for individuals who are different in terms of culture
and race.)

Brand does not want to get rid of technology but states that technology used wisely will enhance and
improve higher education in positive ways.

1) Provides access to higher education for those who cannot
physically get themselves to a college or university campus.
(Physically handicapped, house-bound, people who work in
industry and cannot leave their place of work.)

3) The use of distance learning as one dimension of the learning
opportunities available to students.

4) Distance learning saves money for the institution due to the
diminished physical plant capital investment.

In conclusion I believe that Myles Brand's article, "The Wise Use of Technology", is warning the
reader that if higher education and its institutions do not take action and exert its power, wisdom,
and discrimination toward the positive uses and applications of technology (in higher education),
then technology will use that unused power for its own gain and growth at the expense of higher
education's university campus structure.

O'Neil, John, "On Technology and Schools: A Conversation with Chres Dede." Educational
Leadership, October, 1995, Vol.53, No.2.

This aricle addresses the questions and answers of why technological innovations failed to "live up
to their advanced billing" in the realm of school reform. Chris Dede, a futurist and expert in
educational technology, believes these factors were the reason for the past failures of technology in
school reform.

2) Technology was used only to automate traditional systems of
teaching and learning and did not affect or integrate with the
community, the workplace, and the family.

3) Technology was used to make existing work faster and was only
given to specialists who used it for one main function.

4) The implementation of Educational Technology was initially
focused on the student and not on the teacher, thus teachers
were hesitant to use the resource. Dede's explaination was
that this move was purely political. School boards and
parents want their children to get these new technologies
first then the teachers.

The article continues to discuss the other issues regarding technology and school reform. Dede
redefines the term, "information superhighway" to,"information infrastructures. He goes on to define
information infrastructures as:

"a synthesis of high-performnace computing and
high-performance communications. The high-performance
computing gives us the power of super computers on the
desktop...and (the) high-performance communications let
us link that power to other people's machines and to
send across these channels not just data but video and
voice."

Chris Dede believes three groups are currently competing to "become the backbone of the country's
information infrastructures": the telephone companies, cable television providers, and the computer
companies. In his vision of the future, he sees a device which can function as: a telephone for
teleconferencing and videoconferencing, a cable television system for receiving digital video on
demand, and an Internet function for providing knowledge webs, synthetic environments, and
discussion groups "that begin to become virtual communities."
Dede strongly feels that the value of technology will not be evident if technology is used and seen as
a "bigger pipe to shovel more data through" which he believes the superhighway concept conveys.
He introduces the terms inert knowledge and generative knowledge. Inert knowledge is something
you know which doesn't change your life in any way. Generative knowledge is knowledge which
changes "your mental model...your whole perspective on how you view the world." Dede feels that
access to data will only be useful if "the access to data is seen as a first step...rather than an end in
itself". He also believes that the construction of knowledge, collaboration and investigation are vital
teaching tools toward transforming inert knowledge into generative knowledge. The vehicle of
tranformation for this change (from inert knowledge to generative knowledge) is the computer.

1) The conflicts between a set curriculum and computers.
2) The positive and negative aspects of virtual worlds/environments.

High-powered computing and access to a wide variety of resources pose a possible conflict between a
set curriculum and the interests of the student/learner. Dede advocates that "The best way to
educate is to start where people are. If a learner is interested in baseball, you start with baseball; if
a learner is interested in rap music, you start with rap music."

Dede discusses the positive uses of computer generated simulations or virtual worlds. He states how
we don't personally experience quantum mechanics or relativity but are able to with the help of
computers thus better understanding those concepts. The dark side of virtual worlds, however, is
the potential for people to become lost in their virtual communities at the expense of their real
communities. Are we walking the razors edge?

Technology in the Classroom: The Future of Education complied by Rex Ebert

Mancini, Gail H. Charting the Course?. ³Electronic Learning². November/December 1995. P. 22-26.
This article describes how five innovative middle schools have taken the lead in integrating technology into the curriculum. They have merged technology with new teaching methods in ways that both school reformers and technology advocates dream about. Team Teaching, interdisciplinary instruction, and hands-on activities are among the approaches being used.

Mino, Michael. A Futuristic Vision: Technology for All Americans. ³The Technology Teacher². December/January 1996. P. 3-4.
This article describe a National project called Technology for All Americans. It lays the foundation for the study of technology as a core subject in our nation¹s schools. It is sponsored primarily by the National Aeronautics and Space Administration (NASA) and National Science Foundation. It is being facilitated by the International Teachers Education Association (ITEA). This national need for technological literacy for all students should be a priority in all school systems.

Smith, Richard A. How Computers Can Be Used in Schools: A Parent¹s Guide. ³The Computing Teacher². March 1995. P. 8-11.
Parents learn how computers are being integrated into the classroom and curriculum for all subject matter. Some of the topics covered include the following. Demonstration Computers - Instructional and tool programs are used in conjunction with a large-screen monitor, or a video projector for teacher-directed, whole-class instructions. Classroom-Based Computers - where each student or group of students has access to a computer for projects and research. Tool Laboratories - contain software such as spreadsheets, data bas