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…

Integrate technology into your classroom and help children develop skills they need as they learn and grow. Technology is rapidly changing the ways we live our lives and interact with the world. It's also changing how you teach. Technology can enhance your classroom's complete curriculum and assessment and help you create and capture meaningful…

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…

Suggests that most schools can not currently afford to make an investment in interactive video technology, and points out problems with availability of materials. (ARH)

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)

Noting that interactive video instruction (IVI) should not and cannot replace classroom instruction, this paper offers an introduction to interactive video instruction as an innovative technology that can be used to expand pedagogical opportunities in public speaking instruction. The paper: (1) defines the distinctive features of IVI; (2) assesses…

Notes that the "other half" of whole language is the enjoyment of expressed meaning, speaking and listening, and performing and experiencing performance. Describes interactive multimedia technology that can provide opportunities for students to experience theater and poetry as audiovisual productions. (RS)

Describes two problem-solving videodisc adventure stories related to geometry and reports reactions of (n=25) teachers and their students who used the adventures. Results found teachers and students had increased knowledge of ways to apply geometry. (12 references) (MKR)

The Intercampus Interactive Telecommunications System (IITS) is a network for linking classes among three branches of the University of Alabama. This user's guide provides information for the teacher who is conducting classes through the communications link, together with guidelines and suggestions for planning use of the equipment, creating…

North Dakota is one of the first states to create a statewide system--the Interactive Video Network (IVN)--that allows multiple video conferencing between two or more sites. In 1990-91, IVN connected 10 campuses and the State Capitol. IVN's purpose is to deliver quality postsecondary programs to students who would not otherwise have access to…

After stating the advantages of using the videotape recorder in the foreign-language classroom, the author explains how to choose and evaluate filmed materials and how to prepare these materials for classroom use. She also suggests many ways to present the prepared materials in class. (CFM)

Discusses advantages and problems of utilizing 16mm films, videotapes, and videodiscs in classroom instruction; lists additional sources of information for videodisc related materials; and makes recommendations for classroom video usage. (MBR)

Results of the first Canadian field-tested interactive video for language learners using real conversation demonstrate how simple technology, used properly, can increase students' motivation, drive, and effort. (25 references) (Author/MSE)

The basic information needed by trainers who wish to use video to achieve training outcomes is presented. Topics covered include (1) uses of video; (2) video equipment; (3) prerecorded video; (4) feedback via video; (5) management approval; (6) program development and production; (7) external contractors; and (8) interactive video. (CH)

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…