The Technology Immersion Pilot (TIP), a project sponsored by the Texas Education Agency (TEA), leverages federal Title II, Part D funds to support a wireless learning environment for high-need middle schools. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student…

The Technology Immersion Pilot (TIP), a project sponsored by the Texas Education Agency (TEA), leverages federal Title II, Part D funds to support a wireless learning environment for high-need middle schools. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student…

The State Educational Technology Directors Association (SETDA) is pleased to release its sixth annual report on the "Enhancing Education Through Technology" (EETT) program, a component of the No Child Left Behind, Title II, Part D (NCLB IID) Act. The purposes of the NCLB IID program are to: (1) improve academic achievement through…

The Technology Immersion Pilot (TIP), created by the Texas Legislature in 2003, was based on the assumption that the use of technology in Texas public schools could be achieved more effectively by "immersing" schools in technology rather than by introducing technology resources, such as hardware, software, digital content, and educator…

The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international…

The Universal Service Fund, or E-rate, is a landmark funding measure that will change forever the role of technology in K-12 education. The fund allows eligible schools and libraries to purchase networking equipment, telecommunication services, internal connections, and Internet access at substantial discounts. Accompanied by the 3Com E-rate…

In order to measure Internet access in U.S. public schools, the National Center for Education Statistics (NCES) surveyed a nationally representative sample of public schools in 1994. Subsequent surveys in 1995, 1996, and 1997 enabled NCES to track growth in this area. This Issue Brief presents information on: how much progress the schools have…

This study examined how children, drawn from K-6 grades in 3 primary schools in southwest Sydney, use computers in their homes and the physical and social environments within which they use them. Key issues explored were diversity of access, range of uses, and factors which influence use, including gender, age, and parental and sibling role…

This report summarizes evaluation results of AISD's federally-funded Title II D, Enhancing Education Through Technology Fund for the 2003-2004 school year.

Purpose: Seeks to argue that the peculiarities of sub-Saharan Africa, in terms of its socio-cultural diversity, low economic development, linguistic factors, HIV/AIDS pandemic, gender discrimination, low ICT awareness and so on, demand a new model of addressing the digital divide. Design/methodology/approach: Paper largely based on literature…

Heart monitors, pedometers, and now virtual reality-based equipment (e.g., Cyberbikes, "Dance Dance Revolution") have been embraced by physical educators as technologies worth using in the physical education program; however, the use of computers (be it a desktop, notebook, or handheld) in the physical education instructional program, has not been…

In recent times discussion surrounding the use of computers in early childhood education has emphasised the role computers play in children's everyday lives. This realisation has replaced early debate regarding the appropriateness or otherwise of computer use for young children in early childhood education. An important component of computer use…

Examines educational technology applications in Taiwan. Highlights include historical background; learning technology integration; computer availability; teacher training; student and teacher attitudes; computer-mediated communication and collaboration; curriculum planning; distance education; and an educational technology model that includes…

Discusses and compares the use of information and communication technology in K-12 schools in France and in the United States. Topics include students to computers ratio; schools having Internet connections; teacher's use of electronic and other resources; constructivism; and benefits of technology integration. (LRW)

Considers five distinct issues that must be addressed in order to integrate technology into schools and plan for it effectively: infrastructure, including the National Information Infrastructure; professional development for teachers; content and software, including cost effectiveness; equity and access; and financing. (LRW)