OTEC Home Page

Annotated Reference List

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.

  1. Overall relevancy of listings
  2. Ability to find sites for a broad topic
  3. Ability to find sites for a specific topic
  4. Ability to find corporate sites
  5. Comprehensive of listings provided including freedom from search engine specific editing
  6. 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.
  7. Elimination of redundant listings
  8. Logical grouping of listings
  9. 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/

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.


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/

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/

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/

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:
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/

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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