John Hirschbuhl

Annual Editions: Computers in Education 04/05

• Broschiertes Buch

Produktbeschreibung

This annually updated edition of Computers in Education is a compilation of carefully selected articles from the public press. It addressing the use of computers and the increasingly important roles they play in our lives. Within the pages of this volume are current, interesting, well-illustrated articles authored by knowledgeable educators, researchers, scientists, and writers, providing the latest information on the application of computer technology in our nation's schools. This title is supported by the student web site, dushkin online (http: //www.dushkin.com/online)

Produktdetails

• Annual Editions: Computers in
• Verlag: McGraw Hill LLC
• Seitenzahl: 240
• Erscheinungstermin: September 2003
• Englisch
• Abmessung: 274mm x 209mm x 13mm
• Gewicht: 526g
• ISBN-13: 9780072847154
• ISBN-10: 0072847158
• Artikelnr.: 21240487

Inhaltsangabe

UNIT 1. Introduction 1. Investing in Digital Resources, David McArthur, New Directions for Higher Education, Fall 2002 David McArthur states that technology-driven transformations of the learning environment are here to stay, and that there is no alternative to precise planning to ensure that they serve larger institutional goals over the long run. Today
s leaders of higher education should plan for and invest in e-learning in order to make the best use of emerging technologies to enhance existing methods of learning. 2. Herding Elephants: Coping With the Technological Revolution in Our Schools, Scott Tunison, Journal of Educational Thought, August 2002 Scott Tunison
s focus in this study is two-fold: To what extent do schools need to address computer technology? What strategies could be employed to maximize the benefits and minimize the difficulties in integrating computer technology into the current educational framework? Tunison employs basic change theory in a discussion centering on managing and coping with change. 3. The Future of Computer Technology in K
12 Education, Frederick Bennett, Phi Delta Kappan, April 2002 Frederick Bennett believes there is an alternative to the way we use computers in schools, an alternative that would take advantage of the power of interaction. We could allow computers to tutor children individually and directly, without a teacher in the usual role. The author provides several examples of successful integration of technology into everyday teaching in schools. 4. What Students Want to Learn About Computers, Judith O
Donnell Dooling, Educational Leadership, October 2000 Judith O
Donnell Dooling reviews a survey of students, parents, and administrators concerning approaches to teaching and learning with computer technology. The key to satisfying the wants and needs of students and parents is the ability of educators to integrate technology into the curriculum as a tool for teaching and learning. 5. Early Childhood Classrooms in the 21st Century: Using Computers to Maximize Learning, Susan W. Haugland, Young Children, January 2000 Susan Haugland states that electronic technology is now used widely at home, at work, and at school. The author believes that the issue of how computers are used with young children is more important than if computers are used at all. She describes four steps that are required to integrate computers into the learning place in order to maximize children
s learning. UNIT 2. Curriculum and Instructional Design 6. Designing for Learning: The Pursuit of Well-Structured Content, Judith V. Boettcher, Syllabus, January 2003 This essay describes how to make course content really accessible to students. Judith Boettcher takes a look at the characteristics of
well-structured content
as it relates to the design of instructional technology resources. Boettcher describes the meaning of well-structured content and focuses on the principles of designing for learning. In addition she describes each of the three levels that formulate the characteristics of digital learning resources. 7. Moving Beyond the Training Environment to a Vision of Technology Integration in the Classroom Curriculum: A Case Study, Jana M. Willis and Lauren Cifuentes, American Education Research Association, April 2002 The purpose of this study was to determine to what extent teachers alter their teaching methods and integrate technology into their classroom curriculum during and after a technology-training course that is designed to prepare teachers to use technologies to support their teaching and student learning. 8. A Systematic Web-Course Development Process: User-Centered Requirements, Ming-Chou Liu, Educational Technology, November/December 2001 The author examines the developmental needs for Web-based courses, focusing on content, user-interface, and pedagogy. This article studies the Web-course development process as a system and explores various stages in the process. It includes graphs and tables designed to be used as management tools for effective development of Web-based courses. 9. Toward a Collaborative Model for the Design of Web-Based Courses, Shumin Kang, Educational Technology, March/April 2001 The author discusses the development of online courses in higher education and the use of the Web for new modes of communication and information retrieval. Shumin Kang describes a study that examined instructional design for Web-based instruction and suggests implications for the conceptualization of a collaborative model for the design of online courses. UNIT 3. Classroom Application and Software Evaluations 10. Embracing the Hybrid Model: Working at the Intersections of Virtual and Physical Learning Spaces, Thomas D. Skill and Brian A. Young, New Directions for Teaching and Learning, Winter 2002 Thomas Skill and Brian Young explore the options for integrating both virtual and real spaces within new learning environments. They conclude that a hybrid model that includes the creation of new
learning scripts
where engagement and empowerment are key components in both virtual and physical learning environments will greatly enrich and enliven the learning experience. 11. Critical Engagement With Technology in the Computer Classroom, Michael J. Salvo, Technical Communication Quarterly, Summer 2002 The author proposes a model for critically engaging technology in technical communication graduate curricula. He suggests that technical communicators have an ethical as well as an intellectual responsibility to engage the interface between technology and culture. 12. On Automated Grading of Programming Assignments in an Academic Institution, Brenda Cheang, Andy Kurnia, Andrew Lim, and Wee-Chong Oon, Computers & Education, Number 41, 2003 This paper presents the Online Judge, an automated grading process through which students electronically submit programming assignments and receive instant feedback. The authors review an implementation of the Online Judge and describe student reactions as well as the difficulties encountered. 13. Encouraging and Supporting Electronic Communication Across the Curriculum (ECAC) Through a University and K
12 Partnership, D
elle Nicole DeVoss and Dickie Selfe, Computers and Composition, Number 19, 2002 The authors describe an approach to remedying the technological turbulence that both K
12 and university faculty face. They describe the Electronic Communication Across the Curriculum Summer Workshop, a two-week-long physical and virtual course offered to K
12 teachers and their middle- and high-school students. UNIT 4. Teacher Training and Resources 14. Implementing ISTE/NCATE Technology Standards in Teacher Preparation: One College
s Experience, William Beasley and Lih-Ching Chen Wang, Information Technology in Childhood Education Annual, 2001 This article describes one college
s experiences with designing and implementing a required
technology strand
for teachers. The authors recommend an approach in which basic technological knowledge and skills are addressed in an introductory required experience, and more advanced topics such as curricular integration are addressed as part of other teacher 15. Student Teachers
Perceptions of Instructional Technology: Developing Materials Based on a Constructivist Approach, Tugba Yanpar Sahin, British Journal of Educational Technology, Volume 34, Number 1, 2003 The author presents a new course for elementary student teachers that has been developed at the Zonguldak Karaelmas University in Turkey. This article reports on a study of the course during the academic year 2000
2001 and concludes that a constructivist approach should be adopted. 16. Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment, Edward L. Meyen, Ronald J. Aust, Yvonne N. Bui, and Robert E. Isaacson, Teacher Education and Special Education, Volume 25, Number 3, 2002 The authors draw upon their personal online teaching experience in addressing strategies for assessing student performance and using electronic portfolios in e-learning environments, both presented as integral aspects of e-learning instructional process. 17. Online Mentoring, Carole Duff, Educational Leadership, October 2000 Carole Duff describes how the growth of technology brings new opportunities for mentoring through online tutorials, ask-an-expert coaching, and e-mail linking of students with successful professionals in careers of mutual interest. Ursuline Academy established a telemonitoring program that matched 14 upper-level mathematics and computer-science students with women engineers at Texas Instruments. 18. Using Computers to Support a Beginning Teacher
s Professional Development, Huann-shyang Lin and Houn-Lin Chiu, Journal of Science Education and Technology, Volume 9, Number 4, 2000 This study explored the efficacy of promoting a beginning chemistry teacher
s curriculum development and teaching practices through the use of computers. The study found that before the treatment the teacher used the textbook as the only resource of his teaching. After the treatment, the teacher was able to develop suitable curricula for the purpose of increasing student involvement. UNIT 5. Multimedia 19. Learning and Teaching Information Technology Computer Skills in Context, Michael B. Eisenberg, Doug Johnson, and Robert E. Berkowitz, ERIC Digest (Eric Clearinghouse on Information & Technology), September 2002 In this article the authors describe the technology skills needed to make children become proficient information and technology users. In addition to a teacher-supported scope and sequence of skills, well-designed projects and effective assessments must be included. The curriculum Technology Skills for Information Problem Solving is provided in detail by Michael Eisenberg and Robert Berkowitz. 20. Que stioning, Promoting and Evaluating the Use of Streaming Video to Support Student Learning, Kerry Shephard, British Journal of Educational Technology, Volume 34, Number 3, 2003 Kerry Shephard uses case studies to describe how streaming video is currently used to support student learning in post
compulsory education in the United Kingdom. He describes the current role of streaming video and identifies processes that could extend the application of streaming in education. 21. Effectiveness of PowerPoint Presentations in Lectures, Robert A. Bartsch and Kristi M. Cobern, Computers & Education, Number 41, 2003 The authors investigated whether students liked and learned more from PowerPoint presentations than from overhead transparencies. Students were exposed to lectures supported by transparencies and two different types of PowerPoint presentations. By the end of the semester, students preferred PowerPoint presentations. 22. Widgets on the Web: Using Computer-Based Learning Tools, Darcy Miller, Abbie Brown, and LeAnne Robinson, Teaching Exceptional Children, November/December 2002 The authors describe computerized tools (Widgets) that are easy to use, appeal to students, and help them learn abstract concepts. The authors then discuss the development of three Widgets for students with mild disabilities. UNIT 6. Assessment 23. Assessing Online Collaborative Learning: Process and Product, Janet Macdonald, Computers in Education, Number 40, 2003 Janet Macdonald explores the roles of assessment with respect to the processes and products of online collaborative study. She describes a qualitative study of staff and student perspectives on two university courses that have used a variety of models of online collaborative assessment. 24. Group Assessment in the On-Line Learning Environment, John A. Nicolay, New Directions for Teaching and Learning, Fall 2002 John Nicolay identifies five principles for grading the student collaboration in online courses. The author derived the principles from field research targeting online instructors. He also includes a cautionary note on handling plagiarism. 25. Assessing the Usability of On-Line Instructional Materials, Brad Mehlenbacher, New Directions for Teaching and Learning, Fall 2002 Brad Mehlenbacher discusses the nature of chatrooms and bulletin boards and suggests a practical way for professors to apply grading rubrics to evaluate participation level and quality of student work that is submitted online. 26. Revolutionizing the Traditional Classroom Course, Roger C. Schank, Communications of the ACM, December 2001 In light of the costs and efforts associated with implementing a higher education e-learning strategy, the author provides examples of traditional academic instruction and the obstacles to change. He maintains that real learning is a function of doing and that the computer is a learning-by-doing device. He ends by offering three recommendations and three conclusions. UNIT 7. The Internet and Computer Networks 27. Implementing a Web-Based Registration and Administration System for Credit-by-Examination: Graduate Education Course Test Case, Lih-Ching Chen Wang, College & Universities Journal, Summer 2002 This article discusses the problems and successes encountered in implementing a Web-based registration and administration system for credit-by-examination in a required graduate course. 28. Probing for Plagiarism in the Virtual Classroom, Lindsey S. Hamlin and William T. Ryan, Syllabus, May 2003 The authors believe that educators are skeptical about preservation of academic integrity in the virtual classroom. They believe that Web sites and software now available to educators have the ability to detect and battle plagiarism and cheating. They also believe that the various types of online assessment tools, assignments, and activity available with a virtual course are a deterrent for cheating. 29. Guidelines for Moderating Online Educational Computer Conferences, David Winograd, TechTrends, September/October 2002 David Winograd explains how to prepare for the conference, including becoming familiar with the software and developing a contract with students to ensure their participation. Ongoing conference activities should include focusing the discussion and relating to common problems and possible solutions. 30. The Web
s Impact on Student Learning, Katrina A. Meyer, T.H.E. Journal Online, May 2003 Katrina Meyer provides a good start on the research that is needed to ensure that the Web is used effectively for student learning. UNIT 8. Distributed Learning 31. Learner Support Services for Online Students: Scaffolding for Success, Stacey Ludwig-Hardman and Joanna C. Dunlap, International Review of Research in Open and Distance Learning, April 2003 The authors describe a critical component of an effective retention program for online students
learner support services for online learning. The authors describe the strategies that can address the retention challenges. Examples from Western Governors University describe these strategies in action. 32. Ten Ways Online Education Matches, or Surpasses, Face-to-Face Learning, Mark Kassop, The Technology Source, May/June 2003 Mark Kassop looks into the question of
How good is online education?
He presents 10 ways in which online education excels and meets the needs of an exciting, high-quality educational experience. 33. Author On-Line: Using Asynchronous Computer Conferencing to Support Literacy, Linda Clarke and Peter Heaney, British Journal of Educational Technology, Volume 34, Number 1, 2003 The authors summarize the key components of the AOL-Author, Pedagogy and Technology (APT) Model used for asynchronous computer conferencing to support teaching and learning with pupils aged 10
11 years. The project began with pupils posting book reviews on the NINE Web site and developed as they used its asynchronous conferencing system to engage in online discussion with their peers, with the author, and with the Minister for International Development. 34. Effects of Learning Styles and Class Participation on Students
Enjoyment Level in Distributed Learning Environments, Yunfei Du and Carol Simpson, Association for Library and Information Science Education, January 2002 The authors report on a study that examined students
self-reported enjoyment level as an indication of student success. The subjects were learning totally via the Internet. The study showed that learning styles and class participation determine students
enjoyment level.