State frameworks and national standards are explicit about the mathematics content that students must master at each grade level. Although the Individuals with Disabilities Education Act and the No Child Left Behind Act mandate that students who are deaf or hard of hearing and communicate in sign language have access to this content, evidence…

In this paper we present Geodromo, a prototype of an educational multimedia system, part of the Portuguese "Ciencia Viva" (Live Science) educational program, which is aimed at young people and designed with innovative characteristics. The project is based on a robotic multimedia simulator and an online puzzle game aimed at the exploratory learning…

An inherent characteristic of technology education is the continual development of new technologies and creating innovative applications of already existing technologies. As exciting as these innovations can be, technology educators and school staffs are frequently challenged to accomplish high levels of implementation. The metaphor of the…

Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage…

In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge…

The turbulent business environment requires business expertise from ever-larger personnel groups. The required business know-how is a combination of knowledge and several different skills, and it should provide the learners with an overall view of the functioning of a business organization as a whole. Moreover, while work is increasingly becoming…

Research suggests effective classroom ICT integration occurs through needs-based, collaborative professional development (Chandra-Handa, 2001; Cuttance, 2001; Figg, 2000; Gibson, Oberg, & Pelz, 1999; Gross, 2000; Haughey, 2002). A community of practice (CoP) (Wenger, 1998; Wenger, McDermott, & Snyder, 2002) can be an effective mode of such…

Based on a review of instructional design models, previous papers identified first principles of instruction. These principles prescribe a cycle of instruction consisting of activation, demonstration, application, and integration. These instructional phases are best implemented in the context of real-world tasks. A Pebble-in-the-Pond approach to…

In recent years, electronic games have assumed an important place in the lives of children and adolescents. Children acquire digital literacy informally, through play, and neither schools nor other educational institutions take sufficient account of this important aspect. We consider that multimedia design for training and education should combine…

There are now a large number of initiatives designed to make laptops with wireless connectivity available to all students in schools. This paper synthesizes findings from research and evaluation studies that analyzed implementation and effects of one-to-one initiatives from a range of countries. Factors related to successful implementation…

The computer-supported Project Work classroom learning environment discussed in this paper represents a paradigm shift from teacher-centered to student-centered teaching and learning in Singapore schools. Besides the face-to-face weekly lessons in existing Project Work classrooms, the students engaged in computer-supported online forum…

This study explored what factors influenced learner participation in two sections of a graduate online course at a Midwestern university. Findings indicated that online learner participation and patterns of participation are influenced by the following factors: technology and interface characteristics, content area experience, student roles and…

This is the second part of a two-part article on the diffusion of electronic portfolios in preservice teacher education. The first part addressed issues of adoption and implementation; this part documents "next steps" and key recommendations by informants from the six programs studied. Next steps included streamlining requirements, addressing…

As the number of computers accessible to students and teachers has increased, there has been a growing emphasis on integrating technology across the curriculum. Even though schools increasingly invest in new technologies, the actual use of computers in classrooms remains limited. This paper examines a model developed to guide the implementation of…

The U.S. Department of Education sponsored a summit that addressed the need for scientifically-based evidence on the use of technology in teaching and learning. One hundred leaders from the Preparing Tomorrow's Teachers to Use Technology (PT[3]) federal initiative were invited to participate in the meeting, held in Fall 2003. The recommendations…