Explains a Vermont Web project that incorporated multimedia technology into K-12 curriculum and describes an evaluation that measured the impact of the project on student achievement. Describes evaluation methods used and concludes that teachers should emphasize metacognitive skills, application of skills, and inquiry learning as they incorporate…

Explains what "portal" sites are on the World Wide Web stating that they often provide services or information that people frequently utilize. Contends that teachers and schools should consider creating a social studies portal site. Discusses different Web sites and offers two examples of social studies portals. (CMK)

Presents differing views on the meanings of learning as they relate to the use of computers in modern education. Reviews the literature, identifies problem areas, and concludes with recommendations on combining technology and learning as school districts move forward in the information age. (Contains 65 references.) (Author/AEF)

The Georgia Framework for Integrating Technology in the Student-Centered Classroom (InTech) was created as a staff development program to prepare teachers to integrate technology, student learning, and academic goals. Findings from a survey of 68 middle school teachers, 10 with InTech training, 58 without, revealed InTech teachers showed increases…

Over a three month period in spring 2004, The British Association of Advisers and Lecturers in Physical Education (BAALPE) and New Media (a PLATO Learning Company) researched and evaluated models for harnessing ICT in physical education (PE). The project developed a unique ICT infrastructure for two PE departments to evaluate the impact of ICT on…

In response to significant changes in the Indigenous information landscape, the State Library of New South Wales and Jumbunna Indigenous House of Learning, University of Technology, Sydney, hosted a Colloquium, "Libraries and Indigenous Knowledge," in December 2004. The two-day Colloquium brought together professionals, practitioners and…

This survey sought to identify variables related to teacher use of technology in secondary level geometry classrooms in southeastern Idaho. The primary variables examined in the study were teacher technology awareness, teacher attitude toward technology, teacher technology training, and teacher computer use for instruction. This study also tested…

Phase 9, a teacher-designed, classroom centered model, takes teachers through a nine-step process that results in the development of integrated instructional units. Teams of teachers come to an intensive five-day training with lessons they know work well with students. In interdisciplinary teams, they fold technology, state and national standards,…

Substantial investment has been made in improving computer hardware and raising the profile of information and communications technology (ICT) in English primary schools in recent years, in line with the belief that skills in ICT are essential for our future workforce. This study compares practising teachers' responses in 1998 and 2001 to a…

Teachers in all academic disciplines face increasing expectations to integrate technological applications into their lessons. These applications can be used to supplement face-to-face instruction or as stand-alone learning modules. Either way, technological applications can facilitate student-centered, inquiry-based instructional approaches.…

The Capital Area Technology and Inquiry in Education program (CATIE) is a content-focused, inquiry-based professional development program developed by the Center for Initiatives in Pre-College Education (CIPCE) to assist K-6 teachers in the technology integration process. To address concerns of sustain-ability and cost-effectiveness, this situated…

Within the Third Annual Cycle of the Joint Information Systems Committee (JISC) User Behaviour Monitoring and Evaluation Framework, six small-scale action research interventions were undertaken in further education (FE) institutions. The aims of these interventions were two-fold: (i) to develop understanding of the facilitators and barriers to the…

This chapter describes the experience of two faculty members who implemented laptop technology in a lower-division social science course. The authors focus on the pragmatic issues associated with incorporating this technology into the social science classroom and recommend several strategies and resources.

This article reports on issues relevant for teachers and instructional designers anticipating using information and communication technologies (ICTs) in higher education, particularly those wishing to adopt a flexible learning approach aimed at improving the quality of the student experience. The data that are reported on span more than five…

At the beginning of a series of ICT (information and communication technology) initiatives in Scottish schools by the Scottish Executive and again, 2 years later, a survey of teachers and pupils provided evidence of the impact that these strategic investments had made on the classroom. The findings indicate that while there are innovative and…