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General References
A Nation Online: How Americans Are Expanding Their Use of
the Internet [Online]. Accessed 2/12/02: http://www.ntia.doc.gov/ntiahome/dn/.
This report was released in February 2000. Quoting from the
Website:
This report is based on the September 2001 U.S.
Census Bureau's Current Population Survey--a survey of
approximately 57,000 households and more than 137,000
individuals across the United States. As such, the data
in this study are among the most broad-based and reliable
datasets that have been gathered on Internet, broadband,
and computer connectivity.
Annenberg/CPB Exhibits [Online]. Accessed 4/2/01:
http://www.learner.org/exhibits/.
As of 4/2/01, this Website provides 15 highly
educational interactive exhibits on topics such as
Garbage, Literature, Math, Personality, Russia, South
Africa, Volcanoes, and Weather. Quoting from the Website:
For almost 20 years, Annenberg/CPB has been
funding the development of educational videos and
other resources. Covering subjects across the
curriculum, our videos, books, and CD-ROMs are now
used by colleges, high schools, corporations,
organizations, and informal learners around the world.
Annenberg/CPB's exhibits are an effort to extend
the content of our video series through new
technologies offered by the Web. Our goal is to
provide hands-on, high-quality learning activities
that help students, teachers, and lifelong learners
further explore important topics such as the
environment, ethics, and the Renaissance.
We select educators who are experts in their fields
and who also are familiar with classroom use of our
video series to plan the content for the exhibits. By
bringing these educators together with a team of Web
and multimedia experts, we are able to create
interactive exhibits you can enjoy in the classroom
and at home.
Association for Educational Communications &
Technology (AECT) [Online]. Accessed 6/30/01:
http://www.aect.org/.
Quoting from the Website:
Mission Statement: The mission of the
Association for Educational Communications and Technology
is to provide leadership in educational communications
and technology by linking professionals holding a common
interest in the use of educational technology and its
application to the learning process.
Goals: Leadership will be demonstrated through a
continuous effort to define those disciplines and
professional activities that make up educational
communications and technology. Leadership will be
demonstrated through a continuous effort to accommodate,
serve, and represent professionals and professional
activities in educational communications and technology.
Leadership will be demonstrated through a continuous
effort to develop those elements and attributes that
enhance the professional stature of educational
communications and technology. Leadership will be
demonstrated through a continuous effort to actively
promote the improvement in learning environments through
the use of educational communications and technology.
bigchalk: The Education Network [Online].
Accessed 2/9/01: http://www.bigchalk.com/.
This site provides access to a large amount of
materials useful to teachers. This is a commercial site,
but it provides free access to lots of good information.
California Instructional Technology Clearinghouse
[Online]. Accessed 4/10/01: http://clearinghouse.k12.ca.us/.
This site contains a wealth of IT in education
information and materials. While much of the content is
oriented toward the needs of California educators, it
also is useful to educators from other locations. One
important component is the Clearinghouse Online
Evaluations Database. Quoting from the Website:
The Clearinghouse Online Evaluations Database
is a continuously updated database of information on
all types of instructional technology resources. Each
of the listed programs has been rated as Exemplary or
Desirable by the California Instructional Technology
Clearinghouse and has been found to be effective,
technically excellent, and appropriate for use in a
California classroom. The database has sophisticated,
simple-to-use search capabilities designed to help the
educational user make informed instructional
technology resources choices.
Center for Applied Research in Educational Technology
(CARET) [Online]. Accessed 1/21/01: http://caret.iste.org/.
Quoting from the Website:
CARET is the online resource designed to help
educators and administrators make critical decisions
about the use of technology in teaching and learning.
CARET can help you:
Find answers to the critical questions for technology
planning and use. Locate the best research available to
support your educational technology decisions.
CARET is a project of the International Society for
Technology in Education in partnership with Educational
Support Systems. CARET is funded by a grant from the Bill
& Melinda Gates Foundation.
Children and Computer Technology (Fall 2000, Winter 2001)
[Online]. Accessed 4/25/01: http://www.futureofchildren.org/cct/index.htm.
This is Volume 10 Number 2 of The Future of
Children, a periodical published by the David and Lucile
Packard Foundation and available both in hard copy and
electronically. This particular issue contains nealy 200
pages of high quality material written by a number of the
"big names" in the field. Quoting from the Introduction:
Virtually all of our nation's children have
access to computers at school, and over two-thirds
have access at home. Although a wide consensus
prevails among parents, teachers, and policymakers
that children need to become competent computer users
to be prepared for life and work in the twenty-first
century, questions are being raised about the effects
of the expanding role of computers in children's
lives. This journal issue examines the available
research on how computer use affects children's
development, whether it increases or decreases the
disparities between rich and poor, and whether it can
be used effectively to enhance learning.
Effects on Children's Development
The amount of time and the types of activities that
children engage in while using computers are key
factors influencing whether computer technology has
positive or negative effects on their development.
Studies on computer use, on children's development, on
learning, and on the effects of other media, suggest
that excessive, unmonitored use of computers can be
harmful.
Obesity in children is linked to excessive time in
front of a television screen&emdash;defined as five or
more hours a day. The sedentary time spent in front of
a computer screen could pose a similar risk.
Reports warn that repetitive-strain injuries may
result when children use computers at workstations not
designed for them, and that children's vision may be
harmed from staring too long at a computer screen.
Teens who spend more time online, communicating
with strangers in multiuser domains and chat rooms,
have been found to experience greater declines in
social involvement and increases in their feelings of
loneliness and depression.
Playing violent computer games&emdash;a popular
activity, especially among boys&emdash;has been linked
with increased aggression.
Other studies show, however, that computer use can
have positive effects on children when used
appropriately.
Interesting and engaging educational software and
nonprofit Web sites offer children opportunities to
explore the world and to create original works of art
and literature.
Communicating through the Internet can enable
children to keep in touch with friends and family, and
to form online communities with others who share their
interests.
Children's use of home computers is linked to
slightly better academic performance.
Through training in media literacy and "computer
fluency," children can learn to recognize and seek out
higher-quality software and Web sites, and learn to
use computers in more active ways to create, design,
and invent.
More systematic studies are needed to understand
how computer use affects children's development, and
to help parents, teachers, and policymakers refine and
adopt guidelines that maximize the positive effects
and minimize the negative effects of computers in
children's lives.
Concept Map Software: A Toolkit of [Online].
Accessed 6/13/01: http://cmap.coginst.uwf.edu/.
This Website provides (free)
downloadable Concept Mapping Software developed by the
Institute for the Interdisciplinary Study of Human
& Machine Cognition (IHMC). The software is
available for both Macintosh and PC (Windows)
platforms, and the Website contains a tutorial.
Quoting from the Website:
Mapping Software empowers users to
construct, navigate, share, and criticize knowledge
models represented as Concept Maps. The toolkit is
platform independent and network enabled, allowing
the users to build, and collaborate during the
construction of concept maps with colleagues
anywhere on the network, as well as, share and
navigate through others' models distributed on
servers throughout Internet. Through a flexible
architecture, the toolkit allows the user to
install only the functionality required, adding
more modules as needed, or as new modules with
additional functionality are developed.
Conditions of Education, 2001 [online]. Accessed
6/4/01: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001072.
Quoting from the Website:
The Condition of Education summarizes important
developments and trends in education using the latest
available data. The report, which is required by law, is
an indicator report intended for a general audience of
readers who are interested in education. The indicators
represent a consensus of professional judgment on the
most significant national measures of the condition and
progress of education for which accurate data are
available. The 2001 print edition includes 59 indicators
in six main areas: (1) enrollment trends and student
characteristics at all levels of the education system
from preprimary education to adult learning; (2) student
achievement and the longer term, enduring effects of
education; (3) student effort and rates of progress
through the educational system among different population
groups; (4) the quality of elementary and secondary
education in terms of courses taken, teacher
characteristics, and other factors; (5) the context of
postsecondary education; (6) and societal support for
learning, including parental and community support for
learning, and public and private financial support of
education at all levels. Also in the 2001 edition is a
special focus essay on the access, persistence, and
success of first-generation students in postsecondary
education.
Culturally Relevant Teaching [Online]. Accessed
6/6/01: http://knowledgeloom.org/practices3.shtml?t=1&
location=1&bpinterid=1110&spotlightid=1110&testflag=yes.
Quoting from the Website:
The notion of culturally responsive education is
premised on the idea that culture is central to student
learning. According to Gloria Ladson-Billings, "It is an
approach that empowers students intellectually, socially,
emotionally, and politically by using cultural referents
to impart knowledge, skills and attitudes." The use of
cultural referents in teaching bridges and explains the
mainstream culture, while valuing and recognizing the
students' own cultures.
This link between culture and classroom instruction is
derived from evidence that cultural practices shape
thinking processes, which serve as tools for learning
within and outside of school (Hollins, l996). Thus,
culturally responsive education recognizes, respects, and
uses students' identities and backgrounds as meaningful
sources (Nieto, 2000) for creating optimal learning
environments.
Directory of Search Engines and Search Databases
[Online]. Accessed 10/28/01: http://www.zdnet.com/searchiq/.
Quoting from the Website:
SearchIQ provides independent reviews and
rankings to help you make informed choices in selecting
search tools. SearchIQ objective is to help you find what
you are looking for quickly and effectively. Save
yourself hours of time and read the reviews and resources
on this site. SearchIQ operates independently from any of
the search engines and directories.
…
We regularly visit each of the search engines,
directories and meta search engines included in our
review section. In ranking the search engines we conduct
a minimum of 10 searches using a variety of terms from
specific to general. In evaluating performance we look at
each of the following criteria.
- Overall relevancy of listings
- Ability to find sites for a broad topic
- Ability to find sites for a specific topic
- Ability to find corporate sites
- Comprehensive of listings provided including
freedom from search engine specific editing
- Listings organized by relevancy, i.e. for online
investing schwab should show up prior to a harry's
bogus investor newsletter and the site's homepage
prior to a copyright or order page.
- Elimination of redundant listings
- Logical grouping of listings
- Overall speed with which gets you to relevant
information/page
Does Professional Development Change Teaching Practice?
[Online]. Accessed 12/20/00: http://www.ed.gov/offices/OUS/
PES/school_improvement.html#subepdp1.
Does Professional Development Change Teaching
Practice? Results from a Three-Year Study . The national
Evaluation of the Eisenhower Professional Development
Program is the third in a series of reports from the
multi-year Eisenhower evaluation. This report focuses on
the effects of professional development on improving
classroom teaching practice. Drawing on longitudinal data
from a sample of approximately 300 teachers, this report
expands our knowledge about the impact of the types of
professional development activities supported by the
Eisenhower Professional Development Program.
Education Community Links [Online]. Accessed
4/7/012: http://www.ehr.nsf.gov/ehr/esie/EdCommLinks.htm.
This National Science Foundation site contains links to a
large number of sites that have been recommended by
educators. Quoting from the Website:
Disclaimer: These links are provided as a
service to our users. The links do not imply endorsement
or support of the products, services, or information
described at these sites. The NSF is not responsible for
the content of the individual home pages.
EDUCAUSE [Online]. Accessed 6/30/01: http://www.educause.edu/.
Quoting from the Website:
EDUCAUSE is an international, nonprofit
association whose mission is to help shape and enable
transformational change in higher education through the
introduction, use, and management of information
resources and technologies in teaching, learning,
scholarship, research, and institutional management.
Membership is open to institutions of higher
education, corporations serving the higher education
information technology market, and other related
associations and organizations. Individuals who are
active in the association include all professionals in
the campus community who manage or use technology-based
information resources and are concerned with deploying
them more effectively and efficiently, from central
technology department leaders to faculty, librarians,
presidents, registrars, deans, and business officers.
Eduprise/Need-to-Know.
This e-mail distribution list provides
information on distance learning. To SUBSCRIBE or
UNSUBSCRIBE to Eduprise/Need-to-Know, send a message to
eduprise@ijs.com with 'subscribe' or 'unsubscribe' in the
subject line.
Eduprise e-Learning Services [Online].
Accessed 12/7/00: http://www.eduprise.com/.
Eduprise is a for-profit company that sells a variety
of services and participates with others in a variety of
projects. Their main orientation is toward distance
learning.
Eisenhower National Clearinghouse (ECN) [Online].
Accessed 4/2/01: http://enc.org/.
Quoting from the Website:
The Eisenhower National Clearinghouse's mission
is to identify effective curriculum resources, create
high-quality professional development materials, and
disseminate useful information and products to improve
K-12 mathematics and science teaching and learning.
ENC serves all K-12 educators, parents, and students
with free products and services. Acquires and catalogs
mathematics and science curriculum resources, creating
the most comprehensive collection in the nation. Provides
the best selection of math and science education
resources on the Internet. Supports teachers'
professional development in math, science, and the
effective use of technology. Collaborates with the
Eisenhower Regional Consortia and many other
organizations across the nation to promote education
reform.
Electronic School [Online]. Accessed 3/7/01:
http://www.electronic-school.com/about.html.
Quoting from the Website:
Welcome to Electronic School, the award-winning
technology magazine for K-12 school leaders. Electronic
School is published quarterly as a print and online
supplement to American School Board Journal, in
cooperation with ITTE: Education Technology Programs, a
program of the National School Boards Association.
Electronic School chronicles technological change in
the classroom, interprets education issues in a digital
world, and offers readers -- some 80,000 school board
members, school administrators, school technology
specialists, and other educators -- practical advice on a
broad range of topics pertinent to the implementation of
technology in elementary and secondary schools throughout
North America.
This online edition of Electronic School is provided
as a free service to the Internet K-12 community. On this
web site you'll find all the articles from the print
edition as well as additional material not available
elsewhere.
Electronic Privacy Information Center (EPIC)
[Online]. Accessed 2/1/01: http://www.epic.org/.
Quoting from their Website:
EPIC is a public interest research center in
Washington, D.C. It was established in 1994 to focus
public attention on emerging civil liberties issues and
to protect privacy, the First Amendment, and
constitutional values. EPIC works in association with
Privacy International, an international human rights
group based in London, UK and is also a member of the
Global Internet Liberty Campaign, the Internet Free
Expression Alliance, the Internet Privacy Coalition, the
Internet Democracy Project, and the Trans Atlantic
Consumer Dialogue (TACD).
Federal Resources for Educational Excellence (FREE)
[Online]. Accessed 11/23/00: http://www.ed.gov/free/.
Hundreds of education resources supported by
agencies across the U.S. Federal government. This large
resource continues to grow as a wide variety of federal
agencies add new materials. Quoting from a 1/5/01 press
release:
TWENTY-THREE RESOURCES for teaching &
learning in arts,language arts, social studies, &
science have been added to FREE, a Website that makes
learning resources from 40+ federal organizations
available (& searchable) in one place.
FedWorld [Online]. Accessed 12/28/01: http://www.fedworld.gov/.
Quoting from the Website:
The FedWorld.gov web site is a gateway to
government information. This site is managed by the
National Technical Information Service (NTIS) as part of
it's information management mandate.
George Lucas Educational Foundation
[Online]. Accessed 11/7/01: http://glef.org/.
Quoting from the Website:
The George Lucas
Educational Foundation (GLEF) is a nonprofit operating
foundation that gathers and disseminates the most
innovative models of K-12 teaching and learning in the
Digital Age. We serve this mission through the creation
of media--from films, books and newsletters, to CD-ROMS
and Web-based materials.
We use digital technology to act
as a Web-based multimedia resource center, providing
hundreds of powerful examples of learning and teaching
already successful in our nation's schools. This
information is provided on demand to a worldwide audience
in an effort to stimulate active involvement and guide
choices in school reform. Our audience includes teachers,
administrators, school board members, other elected
officials, parents, researchers, and business and
community leaders.
Higher Education Institutions in the US [Online].
Accessed 11/7/00: http://www.utexas.edu/world/univ/.
This site lists and gives Web addresses for all
community colleges and all colleges/universities in the
US.
Knowledge Loom. Good models of teaching with technology
[Online]. Accessed 2/21/02: http://knowledgeloom.org/gmott/index.jsp
Quoting from the Website:
The Knowledge Loom is a knowledge sharing
community organized around best practices in teaching and
learning. Educators can use The Knowledge Loom to
identify what works in teaching and learning within a
variety of themes/topics and find ways to adapt what
works to their own schools and districts.
The specific Web Page cited focuses on uses of IT, and
includes:
- research-based practices
- promising classroom strategies
- success stories
- policy perspectives
Kurzweil, Ray (1999) The Age of Spiritual Machines: When
Computers Exceed Human Intelligence. New York: Penguin
Group.
This book lays out a vision of how computer
technology may redefine the world of the 21st century,
both in the positive and the negative sense. He combines
a stellar understanding of the newest developments in
technology with an informed perspective on the computer's
history to create a witty, insightful, detailed and at
times somewhat disturbing perspective on what awaits us
in the next century.
Lightspan.com: Online Learning for School and
Home[Online]. Accessed 6/13/01: http://www.lightspan.com/.
Quoting from the Website:
Lightspan.com is a FREE education portal for
educators, parents, and students, providing resources,
research tools, and grade-specific activities.
Moursund, D.G. (1997, 2002). Obtaining resources for
technology in education: A how-to guide for writing
proposals, forming partnerships, and raising funds.
The book is being revised and made available on
the web. Accessed 4/22/02: http://darkwing.uoregon.edu/~moursund/GrantWriting/
Moursund, D.G. Professional Web site [Online].
Web site. Accessed 11/8/00: http://darkwing.uoregon.edu/~moursund/dave/.
Moursund, D.G. and Smith, I. Five Research Summaries on
IT in Education [Online]. Accessed 11/6/01:
http://darkwing.uoregon.edu/~moursund/
dave/five_summaries.htm.
National Academy Press: Read over 1,800 Books Online
[Online]. Accessed 3/19/01: http://www.nap.edu/.
A large and steadily growing library of
excellent materials.
National Educational Association (NEA) Focus on
Technology [Online]. Accessed 6/1/01: http://www.nea.org/cet/.
A variety of materials are available. In Fall
2001 this site will also include materials formerly
available from the 21st Century Teachers Network.
New Horizons [Online]. Accessed 4/18/01:
http://www.newhorizons.org/.
New Horizons is a 501(c)(3) non-profit
organization that provides a wealth of information
related to improving education and effective use of IT in
improving education.
Office of Educational Research and Improvement (OERI)
[Online]. Accessed 6/30/01: http://www.ed.gov/offices/OERI/.
Quoting from the Website:
The Office of Educational Research and
Improvement (OERI) provides national leadership for
educational research and statistics. OERI strives to
promote excellence and equity in American education by
- Conducting research and demonstration projects
funded through grants to help improve education;
- Collecting statistics on the status and progress
of schools and education throughout the nation;
and
- Distributing information and providing technical
assistance to those working to improve education.
Office of Educational Technology, US Department of
Education [Online]. Accessed 1/21/01: http://www.ed.gov/Technology/.
This site contains a number of reports of
national significance. Quoting from the site:
Department of Education's Office of Educational
Technology (OET) develops national educational technology
policy and implements this policy through Department-wide
educational technology programs. Working closely with the
offices of Elementary and Secondary Education (OESE),
Educational Research and Improvement (OERI),
Postsecondary Education (OPE), Vocational and Adult
Education (OVAE), and Special Education and
Rehabilitative Services (OSERS), OET helps to ensure that
ED's programs are also coordinated with efforts across
the Federal Government.
Oregon Association of Educational Service Districts
[Online]. Accessed 11/8/00: http://www.open.k12.or.us/oaesd/.
Oregon University System (OUS) [Online]. Accessed
11/8/00: http://www.ous.edu/.
Pathways to School Improvement [Online]. Accessed
6/8/01: http://www.ncrel.org/sdrs/.
Quoting from the Website:
Pathways was designed primarily to help school
improvement teams as they progress through the phases of
the School Improvement Cycle.
Phase 1: Schools and Communities Define Their Problems
Using Their Goals.
Phase 2: Schools and Communities Draw on an
Understanding of Learning to Select Improvement
Strategies.
Phase 3: Schools and Communities Initiate Changes in
Accordance With Local Conditions.
Phase 4: Schools and Communities Evaluate and Decide
What More Needs to be Done to Meet Their Goals.
PBS TeacherLine [Online] Accessed 11/7/00:
http://2kbb2.pbs.org/tk/welcome.cfm.
TeacherLine is funded under a grant from the US
Department of Education. It is a resource for teaching
teachers how to use technology in their classrooms and
professional lives. TeacherLine has information, tools,
resources and professional development for educators at
all levels. Whether you are a veteran teacher, future
teacher or college instructor, TeacherLine offers
valuable learning modules, tips and strategies on
integrating technology into your learning and teaching.
PBS TeacherSource [Online]. Accessed 5/30/01:
http://www.pbs.org/teachersource/.
Over 2,000 lesson plans and activities.
Planning for Data-Driven
Decisions About Technology: A Free CD-ROM
The North Central Regional Educational
Laboratory in collaboration with the Office of
Educational Technology at the U.S. Department of
Education, under the direction of Linda Roberts, recently
released a new interactive CD-ROM titled "Planning for
Data-Driven Decisions About Technology" (also known as
Planning for D3T).
The product will guide school improvement planning
teams in generating a comprehensive technology evaluation
plan, guide administrators through a process of making
data-driven decisions regarding resource allocations, and
help technology and curriculum coordinators infusion
technology based on informative data. This
thought-provoking CD-ROM asks school improvement teams to
evaluate technology from three perspectives: the systemic
organization, the teaching practice, and student learning
perspectives.
Planning for D3T CD-ROM also contained an interactive
database of nearly 400 technology planning and evaluation
resource annotations with live links to the Internet and
a number of printable PDF files, including a technology
profile for each of the 50 states identifying their
goals, standards, and technology credentialing
requirements. Copies are available from
http://www.ed.gov/pubs/edpubs.html (Type D3T in the
search box on that page and/or ask for product
#EB0025C).
Professional Development: Learning From the Best
[Online]. Accessed 12/20/00: http://www.ncrel.org/pd/toolkit.htm.
A toolkit based on experiences of the 20
award-winning schools & districts in the National
Awards Program for Model Professional Development.
Developed by Emily Hassel and published by North Central
Regional Educational Laboratory.
Preparing Tomorrow's Teachers to Use Technology. Accessed 2/18/05: http://www.PT3.org/. Quoting from the Website:
Since 1999, PT3 grantees have worked to transform teacher education so that technology is integrated throughout teaching and learning. Their goal has been to ensure that new teachers enter the classroom prepared to effectively use the computers that await them. Change of this scale is a formidable challenge, but grantees have developed innovative strategies to advance the cause.
Research-Based Web Design and Usability Guidelines
[Online]. Accessed 7/28/01: http://www.usability.gov/guidelines/.
Quoting from the Website:
This site is designed to provide over 50 of the
top Web design and usability guidelines based on emerging
research and supporting information in the field.
This site is designed for anyone involved in Web
design, management, authoring, or oversight. The
guidelines apply to primarily information and
search-oriented Web sites, but could apply across the
spectrum of design goals.
This site is managed by the Communication Technologies
Branch (CTB) of the National Cancer Institute's (NCI)
Office of Communications. The NCI is a component of the
National Institutes of Health, the focal point for the
nation's biomedical research, which falls under the U.S.
Department of Health and Human Services (HHS). HHS is the
United States government's principal agency for
protecting the health of all Americans and providing
essential human services.
Scientifically Based Research--U.S. Department of
Education (6 February 2002). [Online]. Accessed
3/4/02: http://www.ed.gov/nclb/research/.
Quoting from the Website:
The No Child Left Behind Act of 2001, which
reauthorized the Elementary and Secondary Education Act,
calls for the use of "scientifically based research" as
the foundation for many education programs and for
classroom instruction.
On February 6, 2002, Assistant Secretary for
Elementary and Secondary Education Susan Neuman hosted a
seminar where leading experts in the fields of education
and science discussed the meaning of scientifically based
research and its status across various disciplines. Below
is the transcript of the seminar.
Scholastic [Online]. Accessed 4/26/01: http://www.scholastic.com/.
Contains lots of materials aimed at the K-8
levels.
Secretary's (year 2000) Conference on Educational
Technology [Online] Accessed 2/27/01: http://www.ed.gov/Technology/techconf/2000/report.html.
Quoting from the Website:
The 1999 Secretary's Conference on Educational
Technology: Evaluating the Effectiveness of Technology
acknowledged the quandary before school boards across the
country--could it be shown that technology works, that it
is making a difference in children's learning? While the
press reported that over $7 billion was spent annually on
technology in schools, educators were finding it a
challenge to document results.
The topic resonated with educators across the country;
they attended the conference in record numbers. In many
ways, that first conference focused on a crossroads in
which to bring together disparate groups--researchers,
the evaluators, and the practitioners--to begin the
conversation around this important topic.
…
In September of 2000, the second national conference
was convened to sustain the momentum generated by the
first. Today, the nation is more determined than ever to
demand accountability from education--and technology is a
big-ticket item for most schools and for the nation.
"Can new assessment tools based on emerging
technologies provide deeper insight into what a child
is learning and how that child's learning might
improve?"
Shank, Roger. He is a prolific researcher, developer,
writer, speaker, etc. in the field of IT in education.
Quoting from Who Are We [Online]. Accessed 2/17/02:
http://www.cognitivearts.com/html/roger.htm:
Roger C. Schank is a leader in the field of
artificial intelligence and multimedia-based interactive
training. His work stresses the powerful benefits of
experiential learning realized through learning from
experts, encouraging students to make mistakes and
developing skills rather than perfecting routines. His
message is practical, consistent and clear: how do we
radically change and improve the learning experience for
children, universities and corporations and not use
technology simply as a means of distribution?
Schank is a strong proponent of how technology, when
used properly, can revolutionize education and
dramatically improve on the ineffectiveness of the
system. "The structure of education today," he notes,
"means students are constantly being told things, instead
of being allowed to do things. If you want a student to
know math, first you should ask why they need to know it.
Then we must allow them to do math in the context of a
goal that interests them -- one that requires math in
order to accomplish the goal."
Smithsonian Institution Library [Online].
Accessed 3/21/01: http://www.sil.si.edu/.
Students of all ages will find the Reference Desk http://www.sil.si.edu/ProjectAccess/readyref.htm
especially useful in finding information about a huge range
of topics. Quoting from the Website:
The Smithsonian Institution Libraries (SIL)
contributes to the Institution's mission "for the
increase and diffusion of knowledge" through its service
to the Smithsonian in support of research, exhibitions,
education programs, publishing, and the administration of
the Institution. The Libraries also serves the scholarly
community and the public.
Teacher's Guide to International Collaboration
[Online]. Accessed 1/6/01: http://www.ed.gov/Technology/
guide/international/index.html.
This is work done by the US Department of
Education. Quoting from the Website:
Teacher's Guide to International
Collaboration was developed to help teachers use the
Internet to "reach out" globally. These materials were
prepared as part of the Department of Education's
International Education Initiative.
This guide is designed for online access. On every
page, teachers will find many projects and suggestions
to begin or expand classroom projects that reach
across the globe.
In every section of this on-line guide, we have
also provided links to elementary, middle and high
school projects and links to organizations that are
involved in international education via the
Internet.
Disclaimer--Please note that many new online
projects are continually beginning, while some
projects are ending. This guide includes a sampling of
projects as of November 2000, and is subject to
change. Although every attempt was made to provide a
representative sampling of online projects, some
projects may have been unintentionally left out.
Technology Review [Online]. Accessed 4/16/01:
http://www.techreview.com/
This magazine is published by MIT. Quoting Dr.
Dave Moursund: "This is my favorite magazine. I have
found it to be very valuable in my professional work."
Telemedicine Information Exchange (TIE) [Online].
Accessed 11/25/00: http://tie.telemed.org/.
The TIE provides an all-inclusive platform
without bias for information on telemedicine. Inclusion
of items in the TIE does not necessarily infer
endorsement by the Telemedicine Research Center or the
National Library of Medicine.
The Telemedicine Information Exchange was created and
is maintained by the Telemedicine Research Center with
major support from the National Library of Medicine.
The Technology Source Accessed 11/03/05: http://blogs.nitle.org/mane/2005/08/
the_technology_source_finds_an_archive_home.html:
This is a free online publication specifically oriented towards use of IT in higher education. It has been published since 1996, making use of a variety of sponsors.
Thomas Jefferson Center for Educational Design
[Online]. Accessed 11/23/00: http://curry.edschool.virginia.edu/curry/
centers/jefferson/.
Quoting from the Website:
Educational design is the process of imagining
and creating learning environments and experiences. A
blending of educational goals, learning theory,
evaluation systems, grouping strategies, governance
structures, and the physical environment, educational
design may encompass such activities as: creating
learning environments that:
- foster civility and character,
- integrate technology and instruction,
- explore innovative approaches to school
governance
- develop safe communities of learning
The mission of the Thomas Jefferson Center for
Educational Design is to promote the design of learning
environments that foster the acquisition of knowledge
(what), skills (how), and wisdom (why) in a climate of
caring, cooperation, and mutual respect.
U.S. Department of Education: Publications and Products
[Online]. Accessed 11/6/01: http://www.ed.gov/about/pubs.jsp.
Quoting from the Website:
The U.S. Department of Education publishes a
wealth of information for teachers, administrators,
policy makers, researchers, parents, students, and others
with a stake in education. You will find many of these
publications on this WWW Server.
Virtual Technical Reports Center: EPrints, Preprints,
& Technical Reports on the Web [Online].
Accessed 11/24/00:
http://www.lib.umd.edu/UMCP/ENGIN/
TechReports/Virtual-TechReports.html.
Quoting from the Website:
Welcome to the Virtual Technical Reports Center!
The hundreds institutions listed here (including several
from Oregon) provide either full-text reports, or
searchable extended abstracts of their technical reports
on the World Wide Web. This site contains links to
technical reports, preprints, reprints, dissertations,
theses, and research reports of all kinds. Some metasites
are listed by subject categories, as well as by
institution.
Website of an Elementary School in Hong Kong
[Online]. Accessed 12/5/00: http://dragonnet.hkis.edu.hk/up/Clusters/
Grade34A/Lambert/default.htm.
This site contains pointers to lots of stuff
useful at the upper elementary school level. The school
shows what can be done with sufficient money are other
resources to support IT use in education.
Young Americans and the Digital Future Campaign
[Online]. Accessed 6/4/01: http://www.childrenspartnership.org/youngamericans/.
Young Americans and the Digital Future is a
multiyear program to promote state and local policies
that increase young Americans' access to the benefits of
the Internet and other information technologies. Working
with both the public and private sectors, this Campaign
pays particular attention to the needs of low-income and
other underserved young people.
The Campaign's goals are: To provide policymakers and
corporate leaders with research and models to help them
develop effective policy initiatives around technology
and young people. To provide national networks concerned
with youth with case examples and research-based
information to help them incorporate youth and technology
initiatives into their agenda. To connect effective
community technology programs and their leaders with
policymakers and other decision makers so the resulting
policies are grounded in community needs. To encourage
and support leadership and accountability for technology
initiatives serving low-income communities. To foster and
support coalitions and constituency building that
strengthen policymaking efforts. To see public and
private sector policies passed and implemented in states
and local communities.
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