Suggests that arts education can be used as a curriculum model for the integration of the cognitive and affective domains. Highlights include aesthetics, an interdisciplinary approach, instructional methods in art, transfer to other disciplines, and implications for instructional design. (LRW)

Examines the role of social systems design and what values design can add to education. Topics include design as a decision-oriented disciplined inquiry, change and new realities, models and model building, and an image example of the present educational system and what the future system should be. (LRW)

Discusses the use of computer technology by fine arts departments in higher education. Highlights include the need for mission statements to ensure support; the need for faculty development; distance education; case studies that show the use of technology in music theory, student/teacher interaction, orchestras, jazz, and archaeological sites; and…

Summarizes the findings of a two-month case study of Edmonds Cyberschool (Washington), a resource center for homeschoolers. The study focused on the impact of technology on students' learning as indicated in three areas: attitude toward technology, the use of technology, and value of technology versus other available resources. (Author/LRW)

Argues that a confusion of craft and technology is responsible for the erosion and splintering of the discipline of educational technology. Describes the positive and negative qualities of craft and technology and gives examples of the consequences of emphasizing one over the other and recommends a greater blending of the two approaches. (PEN)

Describes an initiative at the University of Missouri-Columbia to design and implement a technology infrastructure and associated enterprises in a college of education. Outlines technology priorities (improve teaching, develop new media, create learning environments, increase information exchange); presents technology, facility, organizational,…

Discusses engagement theory (students meaningfully engaged in learning activities through interaction with others and worthwhile tasks) and the three components, collaboration, project orientation, and authentic focus, and outlines research questions to establish its efficacy. (PEN)

Discusses the poor technical and design quality of many Web sites and provides tips for improving quality: use meta tags; provide page sponsor identification, links back to home page, page titles; display a paragraph describing the purpose of the Web page; avoid using frames and publishing pages under construction; check language and mechanics;…

Presents the evaluation of a school technology planner, an integrated electronic performance support system for developing technology use plans (TUP). Discusses reasons teachers chose not to use the software (lack of collegial, administrative, and technological support; lack of time and mixing of district and school perspectives); ranks program…

Examines misconceptions about simulations for performance technology concerning what they reflect, varieties, uses (instruction, awareness, performance assessment, team building, transfer, research, therapy), levels of fidelity, design approaches, formats (graphic models; card, race, and cyclical games; interactive fiction; production simulations;…

Discusses the classroom use of educational technology, highlighting teacher and student empowerment by analyzing a PowerPoint classroom presentation about ancient Babylon for eighth graders. (PEN)

Presents a postmodern view of educational technology, specifically PowerPoint, highlighting new frames: multiple voicing, breakup of the canon, supplementarity, nonlinearity, slippery signifieds, and ironic juxtaposition. (PEN)

Responds to doubts expressed by critics of media and technology in education, specifically contentions that no data supports the conclusion that technology causes gains in achievement, that school districts cut programs to make room for computers with no evidence they improve teaching and learning, and that computers are tools to learn from rather…

After reviewing 50 educational software titles produced by 21 companies to assess how thinking and thinking skills were developed, the author found most had similar methodological drawbacks. Describes the algo-heuristic methodological position and outlines drawbacks of current software. (PEN)

Describes the World Links for Development (WorLD) program, a World Bank effort to bring the Internet to 40 developing countries to connect 1500 secondary schools for collaborative project-based learning. Discusses the World Bank's role in development; program objectives, focus of training, financing, and goals; and lessons learned. (PEN)