The idea of notebooking is not new in the science classroom. Since the mid-1970s, writing has been found to facilitate students' critical thinking and learning across a variety of content areas. For science educators, notebooks have become an essential tool for supporting students' scientific inquiry in and across concepts. Scientific notebooks…

Mathematics teachers at all levels of public school education want their students to understand and apply math concepts. When students use different technologies in the classroom, they will become engaged in meaningful learning that helps them to move from abstract ideas to hands-on applications. Students can "see" math concepts and manipulate…

Examines the two most frequently cited approaches to making video and audio passages available to teachers in the classroom: videodiscs and digital video interactive. (HB)

Offers guidelines to help distance learning instructors develop and implement effective telelessons that employ two-way compressed video. Discusses advantages of interactive video teleconferencing and disadvantages of working with technological constraints and human factors. Describes instructional strategies and presents a telelearning checklist…

Describes a beginning conducting course at the University of Kansas that utilizes self-instruction through the use of video programing. The course includes 12 videotaped modules presented weekly, providing students with a visual model to review their performance. Finds that students gain basic competency in terminology, transposition, and…

Introduces internet resources that are available for instructional use in biology classrooms. Provides information on video-based technologies to create and capture video sequences, interactive web sites that allow interaction with biology simulations, online texts, and interactive videos that display animated video sequences. (YDS)

This guide is intended for K-12 educators who are planning to implement videodisc technology into a school's educational curriculum. Teachers need expertise in two areas for the success of interactive video in schools. First, they need to be able to integrate videodisc materials into existing curricula. Second, they need skills for reviewing,…

Explains how watching video clips of Richard Feynman helped students change their ideas regarding science, scientists, and society. (PR)

Presents a technique that allows high school biology students to view materials not normally seen in the laboratory environment using a computer and videodisk technology. (MDH)

This resource book is one of a series of three information resources containing ideas about instructional technology applications and how certain technology applications may have particular relevance to vocational education. It also presents issues important for vocational educators to consider in using instructional technologies. The handbook is…

Interactive video allows the learner controlled access to data stored on videodisc or videotape and in the computer, by means of the keyboard. The technology has excellent graphic display capabilities and allows immediate access to any video frame. However, it is not yet possible to record directly onto the videodisc, there is no generally…

Describes a two-week lesson on electric fields that combined lecture, interactive video, lab experimentation, computer spread sheets, and computer-assisted-graphing. (PR)

Possible applications of satellite television and interactive video in language teaching are described. Advice is given on how to set up, expand, and effectively exploit these technologies in the classroom. A variety of activities are suggested for developing listening, speaking, and writing skills at different levels. The guide concludes with a…

Describes the development and content of a videodisc collection titled "American Art from the National Gallery of Art." Maintains that the collection has helped teachers explore interdisciplinary approaches to art education. Includes examples of how teachers have used the collection in their classrooms. (CFR)

Describes effects of interactive video in the social studies classroom. Delineates basic system components and how they may be used to access multimedia kits or to create teacher-designed systems. Illustrates the method by using kits in a tenth grade world history class and an eighth grade unit on the 1988 presidential campaign. (NL)