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Index No. : 307
Summary : BvuG847ZM15 1aMypmoMR7dvA txmnGUoNjKem Submitter : FvvwbDHpZY
Index No. : 286
Summary : Judy Shasek describes the transformation of a low scoring, Title 1 school into a technologically savvy middle school in which students mentor teachers and other students. H.D. Perry Middle School received large grants for yearly teacher training in technology integration, but teachers taught as they always had and used technology for drill or add-on activities. By accident, one student sought the lone computer connected to the Internet and taught himself Web site creation. Excited by what he learned, he trained other students; and soon they were learning from each other. Shasek recognized opportunity and worked with the group to organize and widen the circle of technology mentoring which the students offered. She involved them in developing online training procedures, ThinkQuest, and student entrepreneurship through Junior Achievement. The next summer the students provided technology training for students, teachers, parents, and community members, 106 hours paid and 80 hours volunteered. The next year Shasek added academic rubrics and guidelines for the students to use, and the qualitiy and success of the student led program increased. By the end of the year, the core group of about 20 students had mentored over 400 students and 45 teachers, thus "seeding" the classrooms with tech savvy students who could use computers without excessive direction from the teacher. The teachers of the school saw student enthusiasm and succes in learning increase, they appreciated the very students who had once been the wiggly talkers of the class, and they embraced technology integration. The teachers now develop their own mentoring webs in their classes. Submitter : Amy Dean
Index No. : 267
Summary : Eleven classrooms in different middle schools collaborated in a project that helped define the impact of the 1944 damming of the Missouri River in South Dakota. Four hundred students were split into small three-four student groups to answer small questions about the river; but in the end their entire effort was developed into one large web page. A wiki, a collection of editable web pages, was used to enhance collaboration and allow students to edit their portion of the project.The end product for one school was a draft policy statement about the river; for which the local community could provide feedback. Submitter : John Martin
Index No. : 266
Summary : This article presents Frank White's dissent to Noble's article "Digital Diploma Mills: The Automation of Higher Education". http://www.firstmonday.org/issues/issue3_1/noble/ White's dissent hinges around the arguement that Noble is far to simplistic in his analysis of the situation, and that the movement toward the use of Internet and/or web-based technologies not necessarily an evil alliance between business CEO and greedy college/university administration. White does concede some of Noble's points, though, particularly with concern to faculty rights. Submitter : Arthur Williams
Index No. : 258
Summary : The Southern Regional Education Board (SREB) examines three strategies that are being used in schools that have shown an increase in student learning. These strategies are: (1) modeling learning, in which school leaders exhibit the behavior they want teachers to display; (2) providing compelling reasons for others to, and (3) creating a coaching environment for continuous growth that is safe, positive and supportive. In particular the activities of several educators, who are emergent leaders in their schools, are distinguished. Submitter : Lauretta Kloer
Index No. : 249
Summary : This is a paper presented by Howard Gardner at the American Educational Research Association in Chicago, Illinois, on April 21, 2003. Dr. Gardner relates the evolution of his theory of multiple intelligences since the publication of his book, Frames of Mind, in 1983. Submitter : Kay Sauers
Index No. : 244
Summary : This consists of a number of real world mathematics problems, from determining the length of steel in a coil to positioning your satellite dish. There are 15 total problems presented. Submitter : Carl Kolodzy
Index No. : 239
Summary : This resource describes the percentages of students in grades 12 or below who used computers or the Internet in 2003. It takes a look at how subject use computers and the internet at home, work (if applicable) or school. The information was collected in October 2003 and included 29,075 children enrolled in nursery school through 12th grade. Differences by characteristis in groups such as family income and parental education are noted in the study. Submitter : Lauretta Kloer
Index No. : 238
Summary : This author of this paper suggests some methods to use to ensure that sessions run smoothly. There are seven points:(1)Set a time and give a signal when 5 minutes remain of the time; (2)the time allotted to the presenters will be even shorten than they anticipate(3)encourage presenters to test their echnology ahead of time;(4)Tell presenters that have a long paper to present to summarize the major points and then plan to hand out the full paper to hose that ask; (5)Be firm on the time-"Time's up means time's up"; (6)The chair of the conference should present last; (7) Remind audience to ask a question not deliver another lecture. Submitter : Lauretta Kloer
Index No. : 236
Summary : A Charter School allows collaborative planning for all teachers every day from 11:30-1:00 to discuss to grow as professionals. Parapros, parent volunteers, and other aids are used to cover classes while students are at lunch, specials, outside time, and other "free" periods. During this time, teachers can discuss new educational theories, discuss suggestions and gain advice, and/or revise lesson plans. Submitter : Kelly Neville
Index No. : 209
Summary : Article focuses on the integration of computer aided instruction, labeled CAI, and the assumptions that technology automatically improves teaching, learning, and student performance. The article looks at the two main types of computer aided instruction: 1) Learner Controlled (LC)-where the learner is in control on the learning and the learning path 2) Program Controlled (PC)-program dictates the instructional path of the learning. Submitter : Tony McCullers
Index No. : 198
Summary : This article talks about 10 teachers who had the opportunity to immerse their classes in a special technology-rich setting for one semester at Kent State University’s Ameritech Electronic University School Classroom. The teachers and students found that they improved their skills; students worked more independently; student interaction increased; teachers and students could present their material more dynamically; and teachers found it rewarding. When they went back to the classroom, most either equipped their classroom or they received grants to better equip their classrooms than a computer lab. The teachers even spent less time taking their classes to the computer lab, but worked in their classrooms. The technical support in the classroom seemed to be the thing that made all this happen. Submitter : Jean Pirkle
Index No. : 187
Summary : A wonderful outline of the techniques needed for equitable scheduling of the computer, record keeping of computer use, and journaling for students to record information. The one computer used as a learning station is explored and outlined as well the use of the computer by cooperative learning groups. http://kathyschrock.net/1computer/1computer.htm Submitter : Jill Weldon
Index No. : 185
Summary : Professional development standards were developed in 2003. To deliver appropriate content and experiences in the classroom, teachers of technology must be technologically literate. This article gives you several ideas to use in professional development setting. WHAT STRATEGIES ARE USED TO SOLVE DESIGN-BASED ACTIVITIES? In most cases, technological design involves the use of cognitive tools like the "design loop." A design loop involves the use of a series of cognitive and manipulative activities that lead one to a plausible solution of the given problem. In general, a design loop involves: 1. Clarifying the problem. 2. Generating ideas/brainstorming. 3. Identifying criteria/constraints. 4. Gathering resources and information. 5. Developing alternative solutions. 6. Implementing a solution. 7. Making a model/prototype. 8. Evaluating/testing the solution. 9. Assessing the impacts of the solution. 10. Communicating the results. Submitter : Homan, Rebecca
Index No. : 179
Summary : This is a very interesting look at the idea of adding computers to the classroom and what effect they have. His analogy of adding a jet engine to a stagecoach is very good. The stagecoach is a 19th century technology, the jet is a 20th century technology. They don't integrate well, but if you change the shape of the stagecoach - add wings and a tail, you have an airplane that is faster than the original. Too often, instead, the jet is getting strapped to the unmodified stagecoach and is either not going anywhere or is shaking the stagecoach to pieces. Submitter : Pete Fuller
Index No. : 175
Summary : This article focused on a Penn State study that analyzed technology integration in four schools. The schools were developed to attain three technology goals: 1) "enhance the education of all children" 2) "providing high quality field experiences for prospective elementary teachers" 3) "engage in furthering the professional growth of school-based and university-based teachers and teacher educators." The article introduces a model for preparing future teachers to integrate technology to enhance student learning. Specific science examples and techniques are described, as well. Submitter : Tony McCullers
Index No. : 174
Summary : This article presents very practical ideas for allowing students to work more independently at the computer. Aspects of modeling, mentoring, assisting, and asking for help are covered. http://kathyschrock.net/1computer/1computer.htm Submitter : Jill Weldon
Index No. : 173
Summary : An interesting article that puts forth ideas for teachers to use the one computer in their classroom. One unique idea is to have the students, after identifying appropriate resources, print out what they need because ink and toner are cheaper than computers. Also, the important idea to match the task and the avaiable resources is outlined. http://kathyschrock.net/1computer/1computer.htm Submitter : Jill Weldon
Index No. : 157
Summary : The article presents a five-step approach to define that assessment indicators is described in the program Measuring Progress. These steps are used when designing assessment for standards-based instructional units. The book Technically Speaking: Why All Americans Need to Know More About Technology, described technological literacy in terms of three dimensions that include "knowledge, capabilities, and ways of thinking and acting" (Pearson & Young, 2002, p. 15). This process has been adapted and expanded from the "Backwards Design Process" written about by Grant Wiggins and Jay McTighe (1998). These steps include: 1. Identify content standards and appropriate benchmarks. 2. Extract and organize content. 3. Define assessment criteria. 4. Define assessment criteria. 5. Define assessment criteria. Their major theme is evaluation is more than a multiple choice test, especially in technology literacy. It is a combination of viewing the work in progress as well as the final assessment. It should be more than "your work is B, not A". There must be standards to evaluate and prove your grade evaluation of their work. Submitter : Homan, Rebecca
Index No. : 150
Summary : Online assessment can provide the regular classroom teacher with a painless and productive tool for testing with technology. The use of Web-based quizzes and activities for classroom testing, recently has become an effective teaching tool in today's K-12 classroom. Numerous Web sites provide ready-made tests and also offer teachers the capability to custom design their own tests with ease. Even tech-leery teachers find that putting tests online takes no more time than typing them into a word-processing program. With online testing, students access the Internet, go to the site, and take the test. The testing site grades the tests and returns the results. Teachers can view their students' scores, as well as the time it took each student to complete the test, on a password-protected Web page or via e-mail. Students also can obtain their results immediately (if the teacher selects that option). Any concept that can be tested objectively can be tested online using multiple-choice, true-false, fill-in-the-blank, and short answer questions. A few sites even allow students to type essays, which are later e-mailed to the teacher for grading. The benefits of online testing include: 1 - increased student engagement in the curriculum 2 - a flexible test environment 3 - practice with technology-based test formats 4 - painless and a time-saver The challenges of online testing: 1 - student confidentiality violations (might need to assign pseudonyms to students) 2 - a lack of primary sites 3 - rigid scoring (may be a problem in essay questions and "creative" spelling) Submitter : Ginger Willson
Index No. : 149
Summary : This article presents the differences between instructional leadership today and in the 1980's. The accountability standards have changed the focus of many instructional leaders. Leaders must model openness, persistance, and a desire to reach goals to other educators. Lashway defines instructuional leadership, and addresses distribution of leadership,and preparation programs. Submitter : Connie Derrick
Index No. : 148
Summary : This article points out some practical tips for software selection. The author presents seven steps to focus on: 1.) "nalyze needs 2.) specify requirements 3.) identify promising software 4.) read relevant reviews 5.) preview software 6.) make recommendations and 7.) get post-use feedback." The concept of the differences between needs, goals, and objectives is identified along with the issue of hardware requirements. Submitter : Connie Derrick
Index No. : 144
Summary : The authors do a lovely job presenting an historical view of the past twenty years of technology integration. They also examine the use of technology during the 15-year implementation within a highlighted school district, as well as reviewing current issues related to the system’s technology plan. The authors acknowledge that some problems have long been identified, while others have more recently emerged. The authors analyze the current challenges that have arisen due to changes over time. Submitter : Sarah Pitre
Index No. : 143
Summary : The authors, professors from the University of Kansas, researched technology integration through collaborative cohorts. The authors acknowledge that technology has been an increasingly popular instructional tool for disabled students, but effective integration of technology for disabled students has been limited. The researchers believe that a technology cohort model that seeks to enhance teacher use of technology through a collaborative learning model will help increase appropriate technology use. Smith and Robinson believe that “by creating an environment where teacher educators, preservice teacher education students, and preK-12 teachers can learn together, changes can occur in how technology is effectively applied to the instruction of students with disabilities.” Submitter : Sarah Pitre
Index No. : 132
Summary : This cite offers a wealth of practical information for teachers on the Internet. It makes a distinction between the Internet and the World Wide Web and describes how they work. It offers tutorial on search strategies and a description of the various types of search tools, (search engines, directories and etc). Techniques and forms for evaluating the content of web pages are also available, as were links to style sheets for citing Internet and electronic resources. Great resource for students 6-12 Submitter : Pam Pritchett
Index No. : 125
Summary : This article highlights 10 ways that integration of technology can enhance learning. Some of the 10 ways are 1) Get Everyone Involved 2) Learn From Others 3)Utilize Assessment tools 4) Publicize Progress 5) Establish Curriculum Objectives 5)Explore Researched-based Instruction and 6) Locate Funding Sources. There is much more to technology than the internet and games that can be used to improve student achievement. Submitter : Stephen Dudley
Index No. : 123
Summary : Ever wonder why Georgia was ranked the worst of 50 states when comparing SAT scores? This article written by Donna Lowry of 11alive investigates why the statistics behind this fact may be misleading. Submitter : Rebecca Parker
Index No. : 120
Summary : Getting the technology into the classroom was the challenge of the last decade. Utilizing it to its full potential for the benefit of students is the challenge for the next one and beyond. There are four critical factors that influence whether or not technology impacts student learning: 1. The quality of the teacher 2. The teacher's professional development in technology 3. The alignment of the technology use with curriculum, instruction, and assessment expectations 4. The strategy behind the use of technology Submitter : Ginger Willson
Index No. : 112
Summary : On this eduscapes website, you will find several articles on multiple intelligence. There are projects and lessons,surveys, ideas for technology integration and general information on each of the intelligences identified by Howard Gardner of Harvard University in his 1983 book entitled Frames of Mind. Since then, he has identified two more intelligences. Submitter : Michelle Sampson
Index No. : 92
Summary : This is a concise article which discusses the rationale for ESL students to become technology literate. Ms. Crockett disucusses the fact that computer literacy is no longer optional but necessary for employability, communication, entertainment, knowledge and information. She provides guidlelines for locating resources to use with ESL students and pratical tips for constructing lessons for ESL students whether they are K-12 or adult learners. This article also includes the following links to the distance learning webiste which offers free online computer courses in Spanish and English, www.GCFLearnfree.org and (www.GCFAprendaGratis.org) Submitter : Pam Pritchett
Index No. : 87
Summary : This article dives deep into the different technology applications at a secondary level. Accompanied by a 10 minute video of Harrison Central High School, this article illustrates how techonology can be used to help review, explore, and investigate different topics of math, science, history, and algebra. Submitter : Rebecca Parker
Index No. : 82
Summary : A Real-World Weather Unit for grades 1-5. Gives students an opportunity to relate technology to the real world. Submitter : Virginia Manfre
Index No. : 72
Summary : This article looks at the varying roles and job descriptions of technology support personnel. The author discusses the lack of technology support in schools and some solutions for this problem. The article also discusses compensation for support personnel and compares earnings in the K-12 setting with similar jobs in the business sector. Submitter : C. Cypert
Index No. : 73
Summary : This article looks at the varying roles and job descriptions of technology support personnel. The author discusses the lack of technology support in schools and some solutions for this problem. The article also discusses compensation for support personnel and compares earnings in the K-12 setting with similar jobs in the business sector. Submitter : C. Cypert
Index No. : 70
Summary : This articles listed typical jobs that a technology coordinator might be asked to do. Then it gave some ideas for ways to prioritize those job duties. It included a list of things you want to do , things you want input on, and things you want to delegate. It also listed the 17 commandments of a technology coordinator. Submitter : C. Cypert
Index No. : 55
Summary : Teachers can use this site, http://www.soesd.k12.or.us/it/sows/ , with their students to post written responses to reading. Because it is on the Internet, even the parents of the students can get involved by reading the selections and posting responses as well. Teachers can access the site to set up the directions for students’ postings, etc. Submitter : Allison Hanson
Index No. : 49
Summary : Great site to help LSTCs at schools learn how to give mini-lessons or a SDU to the faculty at their school. Powerpoints are given on topics such as: 1. The PCs Internet Applications 2. PC Technology for the Classroom 3. Google 101 4. Google 201 5. Web Design 6. Powerpoints 7. How to Teach Powerpoints 8. Virus Protection Submitter : Keith Connor
Index No. : 46
Summary : Cibbarelli took the information regarding integrated library systems in the K-12 market that was supplied by the Computers in Libraries quarterly review and contacted each vendor for a customer list of references. The author then surveyed users to get feedback on their satisfaction with various components of the ILS in use in their districts. The resulting charts and text serve as a useful review of the various products currently in use. Areas such as technical support and customer service are covered, supplying much needed customer satisfaction ratings for school districts looking to make a purchase. Submitter : M. Barbee
Index No. : 45
Summary : Minkel evaluates the status of library automation systems in K-12 schools and identifies trends in the industry. After interviewing leading vendors and a few customers, Minkel identifies the several key changes in library automation. First and foremost, school libraries are going the way of public libraries and offering integrated library systems that combine the collections of all the libraries in the district into one catalog. From a user standpoint, this allows broader access to materials. From a technological standpoint, this allow centralization of servers, a great saving in a tight budget crunch. Vendors are also recognizing the computer savvy user’s gravitation toward one-stop shopping/searching. Thus, they are offering a number of add on services that allow students to search for items in the library collection as well as web sites and article found in subscription databases. The latest vendor offerings show a significant change in their perception of the way library automation systems will function. Submitter : M. Barbee
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