In a previous Techtalk column, Peterson and Caverly (2005) introduced the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) as a guide for online learning. The CoI model has maintained longevity and applicability to a variety of both synchronous and asynchronous technologies (Ice, Curtis, Phillips, & Wells, 2007). In this…

This quasiexperimental study compared academic performance of students enrolled in a developmental mathematics course using traditional instruction (i.e., lecture) and traditional instruction supplemented with computer-assisted instruction. In addition, gender differences in mathematical performance were also investigated. There was no…

In this article, the author discusses Assistive Technology (AT) for writing. AT provides access and assistance for students with disabilities (Swd) who might not otherwise have success with writing. Still, having access is not enough. Swd need to be assisted in their selection of the variety of AT that best fits their needs, trained how to use the…

In a previous column, standards for professional growth in educational technology for developmental educators were discussed. These standards focus on competence with technology applications for improving instruction. How these standards might be implemented through four stages of technology integration: adopting, adapting, appropriating, and…

This article interprets two frameworks for how institutions and individuals can grow in "tech-knowledge." Technology growth opportunities for developmental educators are also reviewed. In the knowledge-based environment that is postsecondary education, professional development in technology must be ongoing as technology changes. Fortunately, a…

A theme for this year's Techtalk is keeping up with technology, emphasizing both professional development and new technology. This first column will look at the how and why of professional development. A second column will highlight wireless technology. The National Association for Developmental Education's Executive Board (NADE, 2001) resolved…

Discusses how technology has changed higher education and how it is important to teach developmental students to effectively use technology to become better students and more effective workers. Describes a variety of portable devices and learning strategy applications. Recommends that developmental educators seriously consider the use of Personal…

Explores "type 3" online educational discussions, in which instructors create an online learning community (OLC) via a threaded discussion that allows students to collect, evaluate, and create their own learning strategies. States that through the OLC, students construct their own understanding of how learning strategies work. (NB)

Describes Video-Based Supplemental Instruction (VSI), developed at the University of Missouri (Kansas City), as an interactive processing and delivery system that helps high-risk students master rigorous course content. States that VSI shows improvements for students at many levels and that participants of VSI had significantly higher rates of As…

Discusses the integration of classes in a generational model for distance education, specifically the G3 model, which focuses on the implementation of a study skills course. Reports that students are presented with online handouts and links to developmental education sites, e-mail and Web-based forums, and audio-video conferences and chat rooms.…

Examines the use of "type 2 discussion," in which the teacher creates an online conversation with the class. Suggests that, by adding type 2 discussions to a face-to-face developmental education class, faculty help students build their own knowledge base. Adds that the online component gives all students equal access to this knowledge…

Discusses the third generation (G3) model of online education named synchronous online education. Reviews terminology, hardware, different stages of G3, software, and implications of G3 for the future. Contains 15 references. (VWC)

Discusses second generation (G2), asynchronous online education. G2 courses provide instruction and require student interactivity in the form of asynchronous e-mail. Reviews benefits and limitations of G2 courses, what hardware and software are necessary, guidelines for teaching G2 courses, and guidelines for developing students to help them…

Describes the first of three levels, or generations, in the development of online courses. Explores the design and value of generation one (G1) activities, including steps such as prewriting, drafting, editing, and presenting. Discusses the value of G1 courses and provides some examples. Future issues will address G2 and G3 online courses.…

Reviews the evolution of math software from the 1980s to the present. Discusses how current notions of learning styles have changed software applications and how critical thinking and problem solving have impacted software development. Addresses the overall effect of technology on math anxiety and explores what new technology tools are available…