Two teachers reflect on their combined experiences in teaching middle school, teaching preservice teachers, and teaching online in order to adapt and apply strategies for bringing positive experiences in a computer-based environment to middle grade students. The result is five valuable lessons, each of which is explained theoretically and…

Journal manuscripts and national reports published during the last 20 years (Bensen, 1993; DeVries, 1996; AAAS, 1989; National Academy of Engineering, 2002; ITEA, 1996; Zuga, 1989) presented a defensible rationale for the technology education profession and focused on the delivery of technological literacy for the nation's youth. This call for…

In recent years, many higher education institutions, from liberal arts colleges to major research universities, have integrated their information technology (IT) and library organizations. Still more institutions are actively exploring the possibility of doing so. Their reasons for combining the separate organizations range from positioning the…

Participants (n = 156) were involved in the teacher preparation program at a large Research university located in the mid-west. The faculty (n = 21) participated in a two-year individualized professional development process to: 1) develop technology knowledge and skill efficacy and 2) integrate technology in teaching. The pre-service teachers (n…

The technology information age mandates that teacher education programs integrate technology into the curriculum. Yet, as the demand for technology use in K-12 classrooms increases nationwide, many teachers feel unprepared for this task (Sprague, Kopfman, & Dorsey, 1998). Traditional face-to-face teacher education and professional development…

We discuss the context, conception, implementation, and research used to refine and evaluate a systemic model for fostering technology integration in teacher education. The Learning Generation model identifies conditions where innovations for using technology emerge in small group dialogues. The model uses a multifaceted implementation with…

This study investigated the gap that exists between the technological knowledge and skills preservice teachers possess and their confidence in using them to successfully integrate technology in their classrooms. Specifically, this study addressed whether a model of instructional delivery using the integration of technology practices into the…

This article examines the strategies employed by four Singapore schools (two primary and two junior colleges) to manage barriers to information and communication technologies (ICT) integration. Based on the observations of ICT-mediated lessons and face-to-face interviews with teachers, ICT heads-of-department and school principals, six strategies…

This paper presents a system designed to support note taking by students on wirelessly connected PDAs in a classroom. The system leverages the devices' wireless connectivity to allow students to share their notes in real time and quickly reuse words from their fellow note takers. In addition, presentation material such as Powerpoint slides is also…

The field of training and development has been increasingly affected by knowledge management, performance support, and learning technologies, yet the impact of these disciplines has typically been disjointed and uncoordinated. Projects in each of the disciplines are often implemented systematically, but not systemically. To take full advantage of…

Student affairs professionals are neglected clientele to whom community college librarians need to extend their services. Counselors and librarians share mutual values and experiences in their roles as learning facilitators. Although disinclined to embrace technology, most counselors now recognize its import and are receptive to integrating it…

Leaders in professional development have called for more learner-centered professional development opportunities for teachers. These approaches allow teachers to have some choice about the content and pedagogies on which they focus during professional development courses. This paper shares case studies of three participants from InterMath, a …

Teachers and students have established social roles, norms and conventions when they encounter Computer-Supported Collaborative Learning (CSCL) systems in the classroom. Authority, a major force in the classroom, gives certain people, objects, representations or ideas the power to affect thought and behavior and influences communication and…

In this article, we explore how students' agency relates to both highly structured and open-ended learning environments. This is done by analysing how students' understanding of tasks evolves through their activities in relation to the representations inscribed in two technology-rich learning environments. Based on the sociocultural approach to…

Purpose: To explore the development of e-learning within the context of corporate universities with the aim of informing the debate on e-learning and establishing key areas of concern for emerging corporate universities. Design/methodology/approach: Three case reviews of large leading edge organizations in different sectors. Findings: Whilst…