Smart Library

Barnett, H. (2000). Assessing the effects of technology in a standards-driven world. Retrieved October 16, 2002, from International Society for Technology in Education Web site: http://www.iste.org/L&L/27/7/features/barnett/index.html.

How to Assess Classroom Needs: Tools for Evaluating Technology in the Classroom: How do you assess the benefits of applying technology in the classroom? This educator provides a framework and specific tools to help organize data and answer questions posed by peers, administrators, regulators, and the community.

Barrett, H. (1998). Strategic questions: What to consider when planning for electronic portfolios Retrieved October 16, 2002, from International Society for Technology in Education Web site: http://www.iste.org/L&L/26/2/feature/index.html.

Assessing Technology in the Classroom: Electronic Portfolios: How do we measure progress when applying technology in the classroom? One educator reviews the role played by electronic portfolios and offers a context and useful tools for making them work.

Questions to Ask Before Building an Electronic Portfolio: While planning an assessment or electronic portfolio, the answers to a few key questions will drive both form and content. Here's an overview of key questions to ask.

Bell, R., & Ramirez, R. (1997). Critical Issue: Ensuring equitable use of education technology Retrieved October 15, 2001, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te400.htm.

Critical Issue: Ensuring that Students Have Equal Access to Technology: Technology has the potential the level the educational playing field. However, researchers say that schools and districts must ensure the equitable access and use of technology first.

Into Action: Ensuring that Students Have Equal Access to Technology: Researchers provide action options for educators wanting to ensure the equitable use of technology in schools and give some of the major pitfalls to avoid.

Bray, B. (1999). Eight steps to success: Technology staff development that works. Retrieved October 15, 2001, from International Society for Technology in Education Web site: http://www.iste.org/L&L/27/3/features/bray/index.html.

Eight Steps to Success: Training Puts Technology to Work in the Classroom: Simply putting more computers in classrooms will not guarantee that teachers will know how to use them and students will benefit. Following eight steps proposed by one educator will help put all the right pieces in place.

Skills and Enthusiasm: Tips for Training Teachers about Technology in the Classroom: Teachers are people too. A staff developer provides some tips for building enthusiasm, interest, and confidence among teachers using new technologies in the classroom.

Cradler, J. (2000). Implementing technology in education: Recent findings from research and evaluation studies. Retrieved October 17, 2002, from WestEd Web site: http://www.wested.org/techpolicy/recapproach.html.

A Checklist for Planning Technology Use in the Classroom: A researcher identifies 11 critical steps needed to apply the planned approach to using technology in education. Research shows that factors besides planning are important too.

Planning is Critical for Implementing Technology in Education: Simply putting computers in every classroom will not make school reform happen. One researcher says that implementing technology in education requires careful planning and explains why.

Cradler, J. (1996). Implementing technology in education: Recent findings from research and evaluation studies. Retrieved October 1, 2001, from WestEd Web site: http://www.wested.org/techpolicy/recapproach.html.

How Government Policies Affect Educational Technology Plans: School administrators trying to plan for technology use in education often get confused by the Federal and state bureaucracies. A researcher wades through the red tape and gives some basic recommendations to planners.

Cradler, J., & Bridgeforth, E. (1996). Policy brief: Recent research on the effects of technology on teaching and learning. Retrieved October 17, 2002, from WestEd Web site: http://www.wested.org/techpolicy/research.html.

Keys to Using Technology as an Educational Tool: There are many highly effective educational uses for technology. However, they do not exist in a vacuum. Two experts review what research has to tell us about the conditions under which technology is an effective learning tool.

What Effect does Technology have on Students and Teachers?: Using technology for education does not guarantee success. However, research shows that, when used effectively, electronic and telecommunication technologies can have important outcomes for both students and teachers.

de Castell, S., Bryson, M., & Jenson, J. (2000). Critical visions of educational technology. Retrieved October 17, 2002, from Faculty of Education, University of British Columbia Web site: http://www.educ.ubc.ca/faculty/bryson/ObjectLessons.html.

More Work to Do: Making Real an Educational Approach to Technology: Three educators and researchers say that the use of new technologies for educational purposes has been hampered by a number of different things. They also identify 3 dangers to be wary of when integrating new technologies into educational practice.

Three Programs Seek a Way Out of the Box of Educational Technology: Three educators and researchers describe innovative programs to integrate new technologies into education.

Dede, C. (2000). The evolution of learning devices: Smart objects, information infrastructures, and shared synthetic environments. Retrieved October 17, 2002, from U.S. Department of Education Web site: http://www.ed.gov/Technology/Futures/dede.html.

The Educational Potential of Smart Objects and Virtual Reality: Everyday objects are getting "smarter" and the virtual world more "real." Researcher says that evolving technologies have the potential to change the way teachers teach and students learn.

The Educational Promise of Knowledge Webs and Virtual Communities: Researcher says that information infrastructures break down barriers of distance and time. However, students need help sifting through the glut of materials in order to connect and learn.

The Types of Learning Devices and Their Impact on Education: The information revolution has put a wealth of technologies in the hands of educators. A researcher classifies these new learning devices and discusses their impact on conventional instruction.

Dexter, S. (1997). Taxonomies and myths: A case study of technology planning and implementation. Retrieved October 1, 2001, from College of Education, University of Houston Web site: http://www.coe.uh.edu/insite/elec_pub/HTML1997/td_dext.htm.

Conflicting Visions of Technology in Education: A Case Study: Planners often have different ideas about how technology should be used in schools. A researcher shows how one school district split along ideological lines.

Educational Technology Plans are Shaped by Official Discourse: The vision of a technology plan can matter more than the words on paper. A study of one school district examines the role of myths in forming and implementing educational technology plans.

Galas, C. (1999). The never-ending story questioning strategies for the information age. Retrieved October 17, 2002, from International Society for Technology in Education Web site: http://www.iste.org/L&L/26/7/features/galas/index.html.

The Secret to Learning is Asking Questions: Students will achieve more if they understand that learning is a continual process driven by a cycle of constantly asking questions and refining them based on the responses.

Gordin, D. N., Gomez, L. M., Pea, R. D., & Fishman, B. J. (1996). Using the world wide web to build learning communities in K-12. Retrieved October 17, 2002, from Journal of Computer-Mediated Communication, Hebrew University of Jersusalem Web site: http://jcmc.huji.ac.il/vol2/issue3/gordin.html.

Building K-12 Learning Communities Using the World Wide Web: What does it mean to build digital learning communities in kindergarten through the 12th grade? A team of researchers discusses the historical context and provides some recent examples.

WWW Overload? How to Organize Web Resources for K-12: Researchers give 5 basic categories of resources educators and students will find in their own digital learning communities, along with a few more advanced ways to access data via the Web.

Grant, K. M. (2000). Professional development in a technological age: New definitions, old challenges, new resources. Retrieved October 17, 2002, from The Regional Alliance for Mathematics and Science Education Web site: http://ra.terc.edu/publications/TERC_pubs/tech-infusion/prof_dev/prof_dev_intro.html.

Both Formal and Informal Training Are Needed for Technology Use: What are formal and informal types of professional development? One researcher answers that question and explains why both are essential to planning for technology in education.

Guiding Principles and a Support Framework for Technology Training of Teachers: Professional training for teachers to learn how to make full use of computers in the classroom has fallen short of expectations. Here are eight principles and ongoing support guidelines offered by one researcher to help make teacher training work.

Heaviside, S., Rowand, C., Hurst, D., & McArthur, E. (2000). What are the barriers to the use of advanced telecommunications for students with disabilities in public schools? Retrieved October 17, 2002, from Education Statistics Quarterly, National Center for Education Statistics Web site: http://www.nces.ed.gov/pubs2000/qrtlyspring/4elem/q4-7.html.

Students with Disabilities Face Barriers to the Use of New Technologies: Although students with and without disabilities have equal access to advanced telecommunications and computers, a survey by the National Center for Education Statistics finds that barriers to use by disabled students still exist, especially in poorer or larger schools.

Hoffman, D. L., & Novak, T. P. (1998). Bridging the digital divide: The impact of race on computer access and internet use. Retrieved , from eLab, Vanderbilt University Web site: http://elab.vanderbilt.edu/research/papers/html/manuscripts/race/science.html.

Digital Divides: The Role of Race in Access to Information on the Web: Education and income alone cannot account for the digital divide separating races in the United States. Two researchers document and explain the racial gap in computer access.

Experience Bridges Race Gap in Access to the Web: What factors will most likely bridge the race gap when it comes to equal information access via the Web? Two researchers say experience may make the only difference, and explain what this means for public policy.

Race Matters: Why Home Computers are Essential for Students to Use the Web: As far as use of the Web goes, putting more computers in schools, libraries, and other public institutions won't completely bridge the race gap. Particularly when students do not have a computer at home, race matters.

Hoffman, D. L., & Novak, T. P. (2000). eLab research on the digital divide. Retrieved October 17, 2002, from eLab, Vanderbilt University Web site: http://elab.vanderbilt.edu/research/topics/digital_divide/.

Researchers Say that the Digital Divide Begins at Home: What is the "digital divide"? A series of graphs shows that the racial gap in web use is due to differences in computer access at home and other locations, but not at school.

Honey, M., Culp, K. M., & Spielvogel, R. (1999). Critical issue: Using technology to improve student achievement. Retrieved October 1, 2001, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm.

Critical Issue: Making Sure that Technology Improves Student Learning: Research on educational technology reveals just how complex measuring its impact can be. However, studies have shown that technology in the classroom will improve student learning if several important considerations are taken into account.

Into Action: Making Sure that Technology Improves Student Learning: Researchers provide action options for educators wanting to ensure that technology improves student achievement and give some of the major pitfalls to avoid.

Hunter, B., & Richards, J. (2000). Learner contributions to knowledge, community, and learning. Retrieved October 12, 2001, from U.S. Department of Education Web site: http://www.ed.gov/technology/Futures/hunter.html.

Computer Networks Help Turn Today's Students Into Tomorrow's Citizens: Using networked communities to create knowledge has helped students learn and mature. Two researchers give some examples and list certain rules for participation to ensure good results.

Schools Must Be Ready to Learn in Order to Use Technology Well: Computer networks allow students a greater role in learning, teaching, and knowledge building. Two researchers say that this potential can be fulfilled only if schools become organizations that learn as well.

Jones, B. F., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995). Plugging in: Choosing and using educational technology. Retrieved October 17, 2002, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/edtalk/toc.htm.

A Framework for Evaluating the Impact of Technology in Schools: NCREL researchers provide a way for educators and policymakers to evaluate the impact of new technologies. This "technology effectiveness framework" considers both the performance of technology and its effect on learning.

Policymakers Must Help Schools Overcome Barriers to Technology Use: NCREL researchers say that policymakers need to take a deliberate and systematic approach toward using technology in education. Issues include equity, standards, finance, coordination, commitment, and the role of parents.

Six Steps to Using Educational Technology Effectively: NCREL researchers say that schools should support technology that empowers learning, move toward distributed networks, use powerful learning designs, invest in flexible low-end technologies, connect to outside resources, and provide ongoing training and support.

Jones, M. G., Farquhar, J. D., Harmon, S. W., Land, S., & Surry, D. W. (1998). What we know about research in instructional technology. Retrieved October 1, 2001, from Instructional Technology Online, Georgia State University Web site: http://www.gsu.edu/~wwwitr/research/jones1998.htm.

Conversations with Researchers Can Help Students with the Research Process: Researchers are a valuable resource to students. The founders of InTRO interviewed numerous "research leaders" and compiled the information to help students learn how to do research successfully.

Putting the R in R&D: How Students Can Connect Research and Development: Is there a difference between research and development? Researcher leaders interviewed by the InTRO team advise students to connect research with practice and suggest ways to do it.

Kleiman, G. M. (2000). Myths and realities about technology in K-12 schools. Leadership and the New Technologies, 14. Retrieved October 17, 2002, from http://www.edc.org/LNT/news/Issue14/feature1.htm.

Why Don't Computers Add Up in the Classroom? Researcher Debunks 5 Myths: Are we investing wisely in educational technology? A researcher explodes 5 myths about using technology in schools, lists some common goals, and gives practical recommendations for planners.

McClintock, R. (1996). Renewing the progressive contract with posterity: On the social construction of digital learning communities. Retrieved October 17, 2002, from U.S. Department of Education Web site: http://www.ed.gov/Technology/Futures/robbie.html.

Knowledge Industry Sets the Agenda for the Future of Education: Six key questions define the effort by the knowledge industry to incorporate digital technologies into education. One researcher explores these questions and sets an agenda for reconstructing the educational system.

Progressivism Deja Vu: What Educators Must Do with Digital Learning Communities: Educational technology redefines the limits of what we can do. But the technological part is easy, one researcher says. Much more demanding is the work educators face to renew the progressive contract with posterity by using new tools to pursue historically challenging goals.

Means, B. (1997). Critical issue: Using technology to enhance engaged learning for at-risk students. Retrieved October 15, 2001, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at400.htm.

Critical Issue: Using Technology to Help At-Risk Students: Research suggests that using technology to support engaged learning can be especially beneficial to at-risk students. However, educators must keep several goals in mind.

Into Action: Using Technology to Help At-Risk Students: Researcher provides action options for educators wanting to use technology to help at-risk students and gives some of the major pitfalls to avoid.

Means, B., & Olson, K. (1994). The link between technology and authentic learning. Educational Leadership, 51. Retrieved October 17, 2002, from http://www.ascd.org/readingroom/edlead/9404/means.html.

An Example of Technology in the Hands of a Skilled Teacher: How has technology improved schooling? Two researchers give a case study of a 5th grade teacher in California who used mutimedia tools to involve his students in an authentic, challenging task.

Learning Must be Authentic if Educational Technology is to Succeed: Why has technology had so little impact on the classroom? Two researchers argue that education reform is key to reaping the benefits of using technology as a tool for teaching and learning.

November, A., Staudt, C., Costello, M. A., & Huske, L. (1998). Critical issue: Developing a school or district technology plan. Retrieved October 1, 2001, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm.

Four Steps for Developing an Educational Technology Plan: Implementing technology in schools will not be successful without a plan. The steps to producing a good technology plan include convening a committee or team, developing a collective vision, determining goals, and creating procedures to reach them.

Riel, M. (2000). The internet and the humanities: The human side of networking. Retrieved October 17, 2002, from U.S. Department of Education Web site: http://www.ed.gov/Technology/Futures/riel.html.

The Use of Technology in Classrooms Also Has a Dark Side: Computer networking in schools has its downside. A researcher warns that open Internet access creates problems of material selection, mentoring relationships, and property rights.

Transforming Classrooms Through the Human Side of Networking: How might new technologies affect the classroom? A researcher says that computer networks can make education more meaningful by transforming teaching and learning into a team effort involving parents, communities, and distant peers.

Ronnkvist, A., Dexter, S. L., & Anderson, R. E. (2000). Technology support: Its depth, breadth and impact in America's schools. Retrieved October 17, 2002, from The Center for Research on Information Technology and Organizations Web site: http://www.crito.uci.edu/tlc/findings/technology-support/startpage.htm.

Schools Differ in Providing the Technology Support that Teachers Need: Analysis of a 1998 survey finds that teachers are more likely to use technology if they get quality support. However, the quantity and quality of technology support services varies among America's schools.

Technology Support for Teachers: Do America's Schools Make the Grade?: Analysis of a 1998 survey finds that most American teachers have access to basic educational technologies and most schools have some technology support personnel. However, the emphasis is more on technical than instructional support.

U.S. Department of Commerce (2000). Falling through the net: Toward digital inclusion. Retrieved October 17, 2002, from The Economics and Statistics Administration, U.S. Department of Commerce Web site: http://www.esa.doc.gov/fttn00.pdf.

Falling Through the Net? A Digital Divide Persists for Some Americans: A report using August 2000 data finds that some minorities, the elderly, the poor and less educated, and the disabled still lag behind the rest of America in terms of computer ownership and home Internet access.

Falling Through the Net? The Digital Revolution Includes Most Americans: A report comparing 1998 and 2000 data finds that computer ownership and Internet access are growing rapidly in the U.S. regardless of age, race, gender, income, or education.

U.S. Department of Education. (2000). Tool kit for bridging the digital divide in your community. Retrieved October 17, 2002, from Office of Educational Technology, U.S. Department of Education Web site: http://www.ed.gov/Technology/tool_kit.html.

A Tool Kit for Bridging the Digital Divide in Your Community: The U.S. Department of Education offers some steps for getting community leaders, government workers, and grass roots volunteers involved in local projects for bridging the digital divide.

Valdez, G., McNabb, M., Foertsch, M., Anderson, M., Hawkes, M., & Raack, L. (1999). Computer-based technology and learning: Evolving uses and expectations. Retrieved October 1, 2001, from North Central Regional Education Laboratory Web site: http://www.ncrel.org/tplan/cbtl/toc.htm.

Computers Provide an Expansion of Learning Opportunities in Phase II: The second phase in the evolution of educational technology brought new learning opportunities. A review of the literature finds that educator's knowledge had to increase with the power and sophistication of computers in order to achieve the greatest outcome.

New Technologies Move the Classroom Toward Virtual Learning in Phase III: The third phase in the evolution of educational technology saw an explosion in the use of computers by educators and students. A review of the literature finds that students achieved more but that the need for training and accountability rose as well.

Print Automation is the First Phase of Using Computers in Classrooms: The first phase in the evolution of educational technology is print automation. A review of the literature finds that drill-and-practice tasks improved student performance in some content areas such as mathematics. Computers also started to be used to enhance problem-solving skills.

Technology Can Increase Students' Performance If Used Correctly: What effect does technology have on learning in K-12 schools? A review of the literature finds that computers have improved student performance in each of 3 phases in the development of classroom technologies.

Web-Based Education Commission (2000). The power of the internet for learning: Moving from promise to practice. Web-Based Education Commission. Retrieved October 17, 2002 from http://www.hpcnet.org/upload/wbec/reports/WBECReport.pdf.

Building Bridges Across the Digital Divide: Providing broad access to educational technology is fundamental. A government report cites promising trends and gives two examples of how to democratize access to Internet learning.

Digital Inclusion: Are We Doing Enough?: More and more Americans are being included in the technology revolution. However, a government report says that troubling gaps in Internet access at home and school remain for the poor, minorities, and people with disabilities.