This article describes the findings of a longitudinal study examining how teachers' confidence toward using technology have evolved, if at all, since taking an educational technology course during their preservice teacher education experience. Pre- and post-surveys were administered to undergraduate and graduate teacher education students at the…

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century…

The objective of this paper is to explore the operation of magnet and professional development school (PDS) programs in a real life situation using an ethnographic study of Downtown Elementary School (DES--a pseudonym) that simultaneously operates as a PDS and a magnet school. The author spent almost three years at DES, located in the Southern…

The learning and teaching relationship, whether online or in the classroom, is changing. Mentis offers a typology of teacher roles gathered from current literature on e-learning including instructor, designer, guide, mediator, curator and mentor, which offer the university teacher a striking range of ways in which to develop relationships with…

The field of social studies is unique and complex. It is challenged by the differing perspectives related to the definition, goals, content, and purpose of social studies. Contemporary Social Studies: An Essential Reader discusses the contemporary issues surrounding social studies education today. Contemporary Social Studies: An Essential Reader…

Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning. Participants were 12 graduate students…

We have developed a computer security workshop designed to instruct post-secondary instructors who want to start a course or laboratory exercise sequence in computer security. This workshop has also been used to provide computer security education to IT professionals and students. It is effective in communicating basic computer security principles…

Discusses how microcomputers can effectively aid in the learning of filing and contribute to the overall computer literacy of students. (MOW)

Business educators can use microcomputers to incorporate the basics of computer literacy into their courses. These competencies include data and word processing, text editing, keyboarding, file organization, and basic mathematics. (SK)

Indicates that the most pervasive training challenge of the 1980s and 1990s is making sure that an organization becomes computer literate. Suggests that the ability to analyze needs effectively and prescribe training precisely will be crucial for success. (JOW)

Information literacy, described as being beyond computer literacy (understanding of what computer hardware and software can do), is defined as raising level of awareness of individuals and enterprises to knowledge explosion and how machine-aided handling systems can help identify, access, and obtain data and documents needed for problem-solving…

Describes attributes of a good computer manual: it should clarify the expected expertise of its audience; use common terminology; provide installation instructions and sufficient high-quality "hands-on" tutorial instruction; list common errors and their corrections; contain an adequate index and a quick reference guide; and be pleasant to use.…

Applications of basic computer concepts are designed to review, reinforce, and extend ideas found in the mathematics curriculum. (MLF)

With the increasing use of computers in education, adults will need to adapt to their use. While understanding of computer programing languages is not needed, rudimentary knowledge and skills are. One must have some facility with a keyboard and be able to respond to the computer. (JOW)

A successful introduction to information and communications technologies requires a nonthreatening location, confidence-building experiences, a foundation for independent learning, adequate resources, and instructor support. (SK)