Discusses reasons for the failing of the computer in schools and universities, including: hardware emphasis, little focus on learning, little focus on students, software-based failure (elitist programs and weak interaction), the "idea of the moment," relation between information and learning, failure of teacher education, lack of empirical…

Discusses the role of ubiquitous and handheld computers in education. Summarizes the contributions of the Center for Innovative Learning Technologies (CILT) and describes the ubiquitous computing sessions at the CILT2000 Conference. (Author/YDS)

Considers how the World Wide Web is used by mathematics educators and describes a multiphase teaching experiment designed to determine if the World Wide Web is a viable means of accessing course materials. Discusses the resources involved in supporting such access. (DDR)

Describes software for electronic visitor management (EVM) called EasyLobbyTM, currently in use in thousands of federal and corporate installations throughout the world and its application for school and campus environments. Explains EasyLobbyTM's use to replace visitor logs, capture and store visitor data electronically, and provide badges that…

Explores ways in which computer technology could be used to teach science to students with learning disabilities. Discusses the role of computer technology in individualizing the mode of delivery, developing expert tutors, anchoring instruction, integrating science with other subjects, reducing cognitive load on working memory, and motivating…

Investigates the current state of technology use and know-how among members of the Association for the Education of Teachers in Science (AETS). Examines the differences between current and desired levels of knowledge about using technology as an instructional tool to enhance productivity in classroom applications and data collection and analysis.…

Examines some misuses of technology and explores the use of technology in the context of educational reform. Focuses on the integration of technology in the educational process to provide a learning environment that allows discovery and creativity. Concludes that teachers need to be trained to evaluate and select systems that are effective for…

Presents two studies of the nature of science educators' use of the Internet and electronic resources and the environment in which that usage takes place. Includes telephone survey interview schedule and Internet survey instrument. (Author/MKR)

Focuses on the development of informed teacher advocacy for new advancements in technology-based assessment. Suggests key evaluative questions for teachers to ask about any forms of science assessment that would amplify the potential value of new technology-based forms of classroom science assessment applications. (LZ)

Presents teacher perspectives on the impact of Internet usage on their teaching practices. Semi-structured interviews and two online surveys provide data from teacher participants in the West Virginia K-12 RuralNet Project. (DDR)

The use of computers in science assessment is examined for six considerations: (1) purpose of computer use in assessment; (2) value of program evaluation models; (3) possible harmful side effects of assessment; (4) nature of imbedded questions; (5) definition of treatment; and (6) computers and the classroom context. (LZ)

Reviews seven computer applications for science assessment including conventional, multiple-choice, constructed-response, adaptive, figural response, simulation, and an emerging approach to performance assessment termed solution pathway analysis. Virtually all computer-based testing systems are found to improve the quality and efficiency of record…

Reports on the application of technology in elementary and secondary education. The report is based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, and government agencies. (DDR)

Visualizes the future of learning and considers current and new paradigms concerning technology and learning. Recommends high interactive tutorial learning for very large numbers of students in distance learning situations. (Contains 17 references.) (Author/YDS)

Describes how an electronic collaborative discussion tool called the Multimedia Forum Kiosk provides equitable learning opportunities in scientific discourse through generating explanations, revising the ideas of others, and asking questions. Contains 58 references. (DDR)