Abstract: As simulation technology is rapidly expanding, nursing programs are making large investments in this technology, which has great potential for undergraduate nursing programs. Unfortunately, this potential is underestimated and underused. With simulation technology, undergraduate students can gain and improve skills in a safe, non-threatening, experiential environment that also provides opportunities for decision making, critical thinking, and team building. This article describes how to use simulation technology to enhance undergraduate nursing education. The process for simulation technology instruction, leveling content from simple to complex, and faculty resources are discussed. An example of a simulation program is included.

Abstract: The paper reports a study designed to inform the development of an information and communication technology strategy for the pre-school years of education. The main methods of collecting evidence were observations at seven pre-school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children “playing with the computer”. We describe some of the problems to be found in the emphasis on free play in nurseries and play groups when this means children are using computers as complete novices. There were few examples of peer support; adults rarely intervened or offered guidance and the most common form of intervention was reactive supervision. Interaction with a computer was therefore a limited experience for most children, but we provide examples of guided interaction that suggest a way forward for professional development.

Abstract: Stuart Selber’s project in Multiliteracies for a Digital Age productively bridges two fields that would intuitively seem to resist bridging: humanities education and computer literacy. Selber’s approach is not overly ponderous or theoretical beyond any application; rather, he first provides the exigencies for treating computer education and computer literacy as humanistic and critical endeavors. He then develops pragmatic and professional heuristics for, primarily, teachers of writing and communication in departments of English. I say “primarily” because in academic and professional publishing, it is often unclear how scholars and practitioners might respond to a particular piece of work from their own contexts and perspectives. The book will also be useful for curriculum-development committees, graduate students in writing studies, and researchers in professional communication. Selber’s Multiliteracies provides an opportunity to reflect on some of those academic-industry gaps, especially, in this case, when the material deals with such pressing concerns as 21st-century technology applications, the people who use them, and the people who teach them.

Abstract: OBJECTIVE —To evaluate a clinic-based multimedia intervention for diabetes education targeting individuals with low health literacy levels in a diverse population. RESEARCH DESIGN AND METHODS —Five public clinics in Chicago, Illinois, participated in the study with computer kiosks installed in waiting room areas. Two hundred forty-four subjects with diabetes were randomized to receive either supplemental computer multimedia use (intervention) or standard of care only (control). The intervention includes audio/video sequences to communicate information, provide psychological support, and promote diabetes self-management skills without extensive text or complex navigation. HbA1c (A1C), BMI, blood pressure, diabetes knowledge, self-efficacy, self-reported medical care, and perceived susceptibility of complications were evaluated at baseline and 1 year. Computer usage patterns and implementation barriers were also examined. RESULTS —Complete 1-year data were available for 183 subjects (75%). Overall, there were no significant differences in change in A1C, weight, blood pressure, knowledge, self-efficacy, or self-reported medical care between intervention and control groups. However, there was an increase in perceived susceptibility to diabetes complications in the intervention group. This effect was greatest among subjects with lower health literacy. Within the intervention group, time spent on the computer was greater for subjects with higher health literacy. CONCLUSIONS —Access to multimedia lessons resulted in an increase in perceived susceptibility to diabetes complications, particularly in subjects with lower health literacy. Despite measures to improve informational access for individuals with lower health literacy, there was relatively less use of the computer among these participants.

Abstract: The amount and complexity of information with which nurses have to deal continues to grow exponentially. Support has grown for integrated curriculum approaches that include appropriate instruction in the use of a variety of information formats and instruction which focuses on a resource-based and process approach. This paper argues that collaboration has to be fostered in meaningful ways between teaching faculty and librarians for information literacy enhancement. Such approaches to teaching and learning demand a major shift in educational paradigms and encompass resource-based learning, undergraduate research, service learning inquiry learning and problem-based learning. The implementation of an integrated curriculum promises advanced information skills, access and use of available evidence to support clinical decision making and a foundation for lifetime learning. This paper reports on the rationale of an integrated curriculum, changes to nursing education and obstacles within higher education and workplaces to the development and application of advanced information skills.

Abstract: T he faces of immigrant children who had come through Ellis Island with their parents in search of better futures stare out at me from a set of black and white photographs near my desk. The children, frozen in time, are lined up for blocks, waiting for the doors of a public library to open. Access to information was their pathway to a future of hope and promise. Many years have passed since then, but the need to guide new generations of children toward a promising future is just as much of a challenge today as it was then.

Abstract: Maine was the first state to put laptops in the hands of an entire grade of students. This interpretive case study of two middle school science-math teachers was driven by the general question: Given ubiquitous computing, how do teachers use computers in constructing curriculum and delivering instruction? Specifically, the researchers sought to examine the facilitators and barriers for teachers in using laptops in the classroom. Using qualitative methods, the researchers collected data during the first year of the Maine Learning Technology Initiative (MLTI). Differential effects of one-to-one computing on each teacher were found along two dimensions: the effect of technical technological issues, and the educational effect of technology policies. For both teachers, the effects were deeply altered by the teachers’ beliefs about teaching and learning, which in turn affected their ultimate choices of how their time (and their students’ time) was spent. This empirical study offers a preliminary analysi...

Abstract: Indiana, Clarion, and Edinboro Universities of Pennsylvania are completing a PT3 grant, funded by the U.S. Department of Education, entitled "Preparing Teachers for the Digital Age." The grant made great progress in infusing technology into the teacher preparation curriculum possible, and participating faculty know how far they have come. But this innovation remains incomplete--some outcomes remain unachieved, and many faculty are still in early stages of technology adoption. Moreover, the barriers to technology adoption--time, support, models, infrastructure, and culture--persist and even reappear with new technologies. This article reviews the status of the barriers to technology adoption and their relationship to the Concerns Based Adoption Model (CBAM) and other research. The successful methods used in this project and the lessons learned are also reviewed and related to CBAM and other research. It concludes that change facilitators need to offer multiple forms of support and incentives, tie incentives to desired outcomes, involve faculty in decision-making to secure buy-in, use faculty models, supplement technical support with peer support and well trained student assistants, and cultivate strong administrative support. These methods will help deal with the persistent concerns and barriers to technology diffusion. ********** A consortium of Indiana, Clarion, and Edinboro Universities of Pennsylvania is in the final stages of a three-year Preparing Tomorrow's Teachers to Use Technology (PT3) grant funded by the U.S. Department of Education. Starting as normal schools in the mid-1800s, today these three institutions collectively graduate more than 1500 teachers per year. They are NCATE accredited and have some 325 faculty members directly involved in teacher preparation programs and hundreds of others providing subject area courses that support them. They are located in Western Pennsylvania, which is predominantly low-income and rural. The consortium's PT3 grant was entitled "Preparing Teachers for the Digital Age: Implementing a Dynamic Model of Pedagogical Change." The goals of the project were to: 1. Infuse instructional technology more deeply into the teacher education curriculum in both education core courses and selected majors. This goal encompassed faculty training, the integration of technology in courses, creation of technology-enhanced assignments, and revising syllabi to incorporate appropriate uses of technology. Eleven competencies were targeted, along with electronic portfolios, which spanned multiple competencies. 2. Integrate instructional technology into preservice observations and field experiences. 3. Provide a variety of professional support opportunities for faculty and preservice teachers, including technology-based teaching circles and technical support services. 4. Enhance the technology infrastructure of the consortium members to better support the project initiatives, including multimedia capability of computer labs, campus networks, computer replacement schedules, and faculty participation in technology planning. BARRIERS THEN AND NOW The consortium's proposal, written in 1999, identified five major barriers to infusing technology into teacher preparation. After substantial investment in instructional technology since the late 1990s, have we eliminated them? Let us examine those barriers--then and now. 1. Time. Teacher preparation faculty faced more time constraints than other faculty, for student teacher supervision reduced time to revamp courses and access to support. In the language of the CBAM, faculty were at an early or intermediate stage of innovation, either barely aware of the potential of technology or expressing concerns about time management and logistics (Hord, Rutherford, Huling-Austin, & Hall, 1987). Thomas A. Beggs (2000) found that faculty ranked lack of time first among barriers to technology adoption. …

Abstract: Studies have shown that stand-alone technology courses, such as those taught in most teacher education programs, only develop basic computer literacy skills and do not prepare educators to use instructional technology in the classroom. A 14-item questionnaire assessed instructional technology use for classroom management and instructional development among a stratified random sample of K-12 teachers in four rural, Middle Tennessee schools. A total of 168 inservice teachers completed the study questionnaire. Results supported the hypothesis that teachers were using instructional technology primarily for classroom management tasks. Access to technology, State technology utilization grant recipients, and teachers' computer self-efficacy significantly predicted IT utilization. Results are discussed in the current social context of IT infusion through education and recommendations concerning K-12 IT use are offered. I believe that the motion picture is destined to revolutionize our educational system and that in a few years it supplant largely, if not entirely, the use of textbooks. I should say that on average we get about two percent efficiency out ofschoolbooks as they are written today. The education ofthefuture, as I see it, will be conducted through the medium of the motion picture... where it should be possible to obtain one hundred percent efficiency. (Wise, J939, p. 1) - Thomas Edison, 1922 For the past several decades, in preparation for the 21 st Century, our schools have rushed to put computers in the classroom. Millions of dollars have been spent as the ratio of students to computers decreased from 125:1 to less than 6:1 in the state of Tennessee alone (Education Week, 1999). Internet connections increased, as school after school gained access to the Information Superhighway. And now that those computers are in the classroom, how are they being used? Those most struggling with this new technology seem to be today's inservice teachers - all 2.8 million educators from kindergarten through 12th grade - who were, most likely, not involved in the decision-making process to "infuse" instructional technology (IT), not trained to make IT functional for them and their students, and ultimately may not recognize or agree that student learning outcomes are associated with IT utilization (Cuban, 2001). The Office of Technology Assessment (OTA, 1995) issued a call for the technology training of teachers to become a national priority. For preservice teachers, technology training has become a priority of sorts: most teacher education programs now require at least one course in technology in their degree program, some require two. Is it possible that only one or two 16-week undergraduate classes, primarily stressing computer competencies, are sufficient to ensure that once the students graduate from the university and find themselves in a classroom they will know how or want to integrate technology into the curriculum? Several studies have shown that stand-alone technology courses only develop basic computer skills and do not prepare teachers to use technology in instructional settings. These studies also recommend that technology be infused throughout the undergraduate program and that field placements are technology-rich, providing preservice teachers the chance to observe modeling of technology integration (Hargrave, & Hsu, Y., 2000; Sandholtz, 2001). Of all the possible barriers to technology use, lack of adequate training to use technology effectively stands out. Though most inservice teachers see the value of technology, and though most claim at least a novice-level of computer literacy, few are truly prepared to use technology resources in a classroom. Most of the instruction preservice teachers receive is about technology, rather than experiences using and integrating technology into the curriculum. One possible result is that when students transition from preservice to inservice, in charge of their own classroom, they feel ill-prepared to make use of a technologically-enriched classroom. …

Abstract: This study investigates how college students’ current levels of technology use might be affected by digital divide issues. Survey data were collected from 130 students in colleges of education at two midwestern universities. Factor analysis yielded that students’ uses of technology can be described using three broad categories: entertainment, communication, and construction. Each is important to consider, in that high levels of use across categories indicate a broad base of technology skills. Multiple regression results indicate that male students from higher family income levels who had access to a computer at home before age 10 show significantly higher levels of full-spectrum technology use than other demographic groups. Students’ age of first encounter with computers at school had no significant impact on their full-spectrum technology use. These results have implications for how we address digital divide issues, and the article discusses what may be critical differences between home and school access.

Abstract: Purpose – To assess incoming international students' library and computer experience before coming to the US, and to determine their current library needs.Design/methodology/approach – A study was undertaken to assess incoming international students' exposure to libraries, computer literacy skills, and to determine their library needs. Results from a survey conducted in August 2003 include demographic information about incoming students, computer and library use before coming to the US, library concepts that are new to them, and opinions about the library.Findings – Survey results show that international students arrive in the US with high levels of computer literacy and that most incoming students have used a library in their home country. Findings suggest that international students would benefit from specialized library information competence and orientation programs.Research limitations/implications – This study was conducted just over 3 weeks after the Dr Martin Luther King, Jr Library opened its doo...

Abstract: This study examined the influence of cognitive style, spatial orientation and computer expertise on hypertext navigation patterns and learning outcomes when participants interacted with a hypermedia presentation. A sample of 306 undergraduates was pre-tested both on their cognitive style and on their self-reported frequency and ability in using computers. From the initial sample, 40 students were selected to form four groups with the following characteristics: (a) 10 high computer users - sequential thinkers, (b) 10 high computer users - holistic thinkers, (c) 10 low computer users - sequential thinkers and (d) 10 low computer users - holistic thinkers. All participants completed a self-report questionnaire measuring spatial orientation and were then requested to browse freely a hypermedia presentation on the ancient Mayan civilisation. Finally, the students completed a post-test to assess the recall of the hypermedia presentation and the cognitive organisation of the acquired knowledge. The results indicated that hypermedia navigation behaviour was linked to computer skills rather than to cognitive style and that learning outcomes were unaffected by cognitive style or by computer skills. However, learning outcomes were positively affected by specific search patterns, that is by re-visiting hypermedia sections and visiting overview sections in the early stages of hypermedia browsing. Further, navigating overview sections and holistic processing fostered knowledge representation in the form of maps. These findings suggest that individual differences can affect hypermedia navigation even though their role in learning is complex and the impact of cognitive style on learning outcomes was proved to be less important than initially predicted.

Abstract: This study examines how students’ cognitive styles are correlated with their attitudes toward online education and learning behaviors in online learning environments. The Group Embedded Figures Test (GEFT) and the attitude survey toward online instruction were administered to 104 students enrolled in various online courses at the University of Tennessee. The study findings revealed that students’ cognitive styles were not significantly correlated with their attitudes and preference for instructional delivery modes while other factors such as previous online learning experience and computer competency were significantly correlated with students’ learning outcomes and attitudes toward online instruction. Recent advances in educational technology have improved educational environments by providing many enabling tools satisfying learners’ diverse needs. Advanced network systems especially brought about a revolutionary phase in education by allowing alternative “anytime and anywhere” learning delivery methods for online learners around the world. This kind of advancement in educational technology has produced many benefits for both individual learners and organizations in several ways. Individual learners take advantage of self-paced learning environments in which they have control over their pace of learning, information flow, selection of learning activities, and time management (Jung, 2001). Organizations increase return on investment (ROI) by saving time and cost for employee training through online learning solutions and performance supporting tools. As more and more individual learners and organizations choose online instruction as their alternative learning delivery option, e-learning markets become the world’s potentially largest information industry (Adam, Awerbuch, Slonim, Wegner, & Yesha 1997). In a recent survey of e-learning within business organizations in North America, about 43% of the organizations were in the process of utilizing e-learning for performance improvement in 2001, and 33% were planning to implement e-learning within the next three years (Sofres, 2001). A report by Screen Digest estimated the corporate market of e-learning in the U.S. at $3.5 billion in 2002 (Levis, 2002). As these

Abstract: Objective: The objective was to determine faculty's knowledge of electronic resources, access to a computer, use of electronic resources (both number and frequency) available at the Medical Sciences Library (MSL), and the areas of training needed and to identify areas for further research. Methods: A survey was administered to faculty in medicine, pharmacy, dentistry, and veterinary sciences at The University of the West Indies. The questions covered computer literacy, computer access and location, knowledge and use of electronic resources, and training needs. Results: The response rate was 70%, of whom 97% were computer users. Seventy-three percent used computers daily, and 82% felt that their computer literacy level was average or beyond. Overall, it was found that faculty had high awareness of the electronic resources made available by the MSL but low use of MSL-specific resources supporting the suggested problem of underutilization. Many respondents felt that e-resources were important, and, though many felt that they were competent users, 83% were self-taught and many still expressed a need for training. Over 60% felt that a workshop with a hands-on component was the preferred format for training. It was recommended that there be greater promotion of the library's e-resources.

Abstract: The aim of this study was to investigate the current knowledge, skills, and opinions of undergraduate dental students at the University of Jordan with respect to information communication technology (ICT). Dental students from the second, third, fourth, and fifth years were asked to complete a questionnaire presented in a lecture at the end of the second semester in the 2002-03 academic year. The response rate was 81 percent. Besides free and unlimited access to computers at the school of dentistry, 74 percent of the students had access to computers at home. However, 44 percent did not use a computer regularly. Male students were more regular and longer users of computers than females (p<0.001). A significant number of students (70 percent) judged themselves competent in information technology (IT) skills. More males felt competent in basic IT skills than did females (p<0.05). More than two-thirds acquired their computer skills through sources other than at the university. The main educational use of computers was accessing the Internet, word processing, multimedia, presentations, Medline search, and data management. More clinical students felt competent in word-processing skills (p<0.05) and many more used word processing for their studies (p<0.001) than did preclinical students. More males used word processing for their studies than females (p<0.001). Students used computers for personal activities more frequently than for academic reasons. More males used computers for both academic (p<0.01) and personal activities (p<0.001) than did females. All students had access to the Internet at the university, and 54 percent had access at home. A high percentage of students (94 percent) indicated they were comfortable using the Internet, 75 percent said they were confident in the accuracy, and 80 percent said they were confident in the relevance of information obtained from the Internet. Most students (90 percent) used email. Most students (83 percent) supported the idea of placing lectures on the web, and 61.2 percent indicated that this would not influence lecture attendance. Students used the Internet more for personal reasons than for the study of dentistry. More clinical students used the Internet for dentistry than preclinical students (p<0.001). More males than females used the Internet for dentistry (p<0.01) as well as for pleasure (p<0.01). Time and availability were the main obstacles to Internet use. Dental students at the University of Jordan have access to substantial IT resources and demonstrated attitudes toward the computer and Internet technology and use that were similar to other students in other nations. However, the educational use of ICT among Jordanian students remains low.

Abstract: Based on current trends, U.S. demographics reflect rapid growth of the "older" segment of the workforce. Workers more than 50 years old represent the largest growing labor force segment in America. The social security administration projects that in 10 years the number of people at retirement age will double. However, it remains unclear whether or not this new "older" segment of the population can and will retire. Some will be forced to continue employment to replenish diminished retirement funds. Non-economic factors, such as stress and education, may also influence older workers' continued participation in the workforce, especially for women (Hill, 2002). "With nearly one-fifth of the population of the industrialized world soon to be beyond a traditional retirement age, businesses need to re-appraise their attitudes towards both older workers and older customers" (Tempest et al., 2002: 475). At the same time, the predicted labor shortage due to the "baby bust" will force employers to examine available human resources. Stereotyped as being slow and inflexible, older workers may quickly get dismissed by companies seeking expedient solutions in a technologically changing environment with high competitive pressures. Parks argues, "an untapped pool of older workers is being unfairly ignored" (1998: 70). In this study, we examine older workers' abilities to develop technological skills, in comparison to younger workers. Development of computer competence among older workers could lessen the shortage of technical workers in this country and increase their contribution to economic growth. Examination of the relationship between older workers and technology is not new, but with the graying of America's workforce, researchers are beginning to focus attention on the specific barriers older workers confront when using new technology (Czaja and Sharit, 1993; Dyck and Smither, 1994). Age-related factors do exist that may inhibit older workers' abilities to use computer technology, such as age-related differences in cognitive processes, memory, and learning styles (Garfein et al., 1993; Westerman et al., 1995). Less exposure to and experience with computer technology may also lower older workers' performance relative to younger workers (e.g., Dyck and Smither, 1994). Older workers may, in fact, limit themselves by perceiving their value as low in a high-tech society. However, little empirical evidence exists to validate whether, or why, age differences might exist in computer performance. This study draws on self-efficacy theory to propose that age-related differences in the amount of computer skills acquired can be explained by age-related confidence in operating the computer technology, rather than a direct impact of chronological age. Focusing on belief systems may help guide future research on older workers toward developing success-oriented training and work cultures. Attitude toward change is introduced as a potential moderator of the relation between age and computer self-efficacy (CSE). Following the methods and results sections, the article concludes with a discussion of the findings. SELF-EFFICACY AND COMPUTER SKILL ACQUISITION High-tech workers use technology to both solve problems and create opportunities to promote an organization's competitive advantage. Rapid and radical technological changes, however, can deteriorate the sense of efficacy in even the most proficient workers (Hill et al., 1987). Self-efficacy generally refers to a person's belief in his/her ability to successfully perform a specific task (Bandura, 1982). Prior research demonstrates a positive relationship between self-efficacy and job outcomes (Gist and Mitchell, 1992; Stajkovic and Luthans, 1998). McDonald and Siegall refined the notion of self-efficacy in the context of high-tech jobs as "technological self-efficacy" or "the belief in one's ability to successfully perform a technologically sophisticated new task" (1992: 467). …

Abstract: Research in management information systems often examines computer literacy as an independent variable. Study subjects may be asked to self-report their computer literacy and that literacy is then utilized as a research variable. However, it is not known whether self-reported computer literacy is a valid measure of a subject’s actual computer literacy. The research presented in this paper examined the question of whether self-reported computer literacy can be a reliable indication of actual computer literacy and therefore valid for use in empirical research. Study participants were surveyed and asked to self-report their level of computer literacy. Following, subjects were tested to determine an objective measure of computer literacy. The data analysis determined that self-reported computer literacy is not reliable. Results of this research are important for academic programs, for businesses, and for future empirical studies in management information systems.

Abstract: This study reports on personal digital assistants (PDAs) as a means to prepare nurse professionals who value and seek current information. An interdisciplinary team of nursing and library faculty, information technology and bookstore staff, students, and educational consultants developed this project. A pre-post and comparative group design of second-degree students in the accelerated and traditional baccalaureate nursing degree (BSN) options was used to examine students' information-seeking behaviors, and the effectiveness and cost of innovation strategies associated with incorporation of PDAs into students' clinical practice. Results of this study support PDAs as an effective student learning resource, especially for reference materials. The student group with PDAs had increasing numbers of questions associated with clinical situations and a greater recognition of the need to use current resources. Students made substantial use of their PDAs and health team members, while decreasing reliance on textbooks and clinical faculty. Students' use of and satisfaction with this technology is linked to access speed and readability. Providing faculty with PDAs is recommended to enhance their comfort with and incorporation of PDAs into clinical teaching.

Abstract: Introduction. This paper reports on part of a research project on relationships between learning methods and students' information behaviour in Finland. It has been suggested that student-centred learning methods, such as problem-based learning, influence students' information needs, seeking and use. The focus of this paper is on the concept of information literacy as a part of the students' information behaviour. Method. In 1998, sixteen theme interviews were conducted at the Tampere University Medical School, which applied the problem-based learning curriculum and fifteen interviews at the Turku University Medical School in which the traditional curriculum with an early patient contact programme was implemented. Transcripts of the interviews formed the data for analysis. Analysis. Qualitative analysis was carried out with the assistance of the NUD*IST program. Results Three different types of information literacy skills emerged from the analysis: 1. Developed information literacy skills 2. Simple information literacy skills, and 3. Undeveloped information literacy skills. The developed information literacy skills tended to appear more in the problembased learning curriculum than in the non-problem-based curriculum. The results are reflected against Bruce's seven faces of information literacy. The study confirms earlier studies results of the superiority of small group instruction compared to lecturing as a teaching method on information literacy courses, and the importance of correct timing with integration to subject courses. Conclusion. The findings indicate that student's information literacy is developed on one hand through active use of information and sources in connection with real information needs, on the other hand through an educational context which offers oppoturnities to get different viewpoints on issues. Information literacy of medical students studying in the problem-based and traditional curriculum http://www.informationr.net/ir/10-2/paper221.html[11/12/2015 5:06:29 PM] Introduction In medicine, alternative methods in education (e.g., the problem-based learning approach and programmes with early patient contacts) have been implemented because of: rapidly growing medical information, need for the integration of knowledge in basic sciences and clinical practice, lack of motivation of students in the pre-clinical period, and medical doctors' poor skills in communication with patients (Vainiomaki 1995; 40-50 ; Barrows 1996: 2; Boud and Feletti 1997: 2). Contemporary, problem-based learning, medical programmes usually employ three fundamental principles: basic sciences are learnt in the process of problemsolving by analysing typical cases, learning is motivated by student curiosity and self-direction, and small-group tutorial meetings serve as the centre of learning while the role of the teacher becomes one of guide, facilitator, and resource (Barrows 1996: 5-6). In analysing a case, the students come to a point where more information is needed to continue. This results in the generation of an issue. An issue specifies an item of information that must be learnt to complete the case. Once an issue has been identified, it becomes a learning goal for the next meeting. Each student must then independently find an answer to this question and be prepared to share it with other students. Thus, problem-based learning employs students' initiative as a driving force. The students generate the issues, provide the answers, and teach fellow students (Schmidt 1983; Donner & Bickley 1993; Silen, et al. 1995; Engel 1997: 19-23). It is assumed that the students are gathering information from different sources (Barrows 1996: 6). Information sources such as libraries, databases, different textbooks, journal articles, experts, other students, faculty members, field trips and laboratory work are mentioned as possible sources. Although lectures are not regarded as a primary source of instruction, they are used also in problem-based learning, and form a source of information for students (Rankin 1992; Blake 1994; Nikkarinen & Hoppu 1994). Members of the tutorial group function naturally as information sources for each other (e.g., Engel 1997: 21). Medical educational programmes called Early patient contact and Early community exposure were developed in the 1960s and 1970s the better to meet the needs of patients and the community. The goals of the programmes are to let the students become acquainted with practitioners' work and patients in the early stage of their education, learn interaction skills, motivate basic science studies, and combine theory and practice (Vainiomaki 1995). Information literacy The concept of information literacy, which describes the knowledge and skills needed in all areas (e.g., in studies, in the workplace, and in the everyday life of Information literacy of medical students studying in the problem-based and traditional curriculum http://www.informationr.net/ir/10-2/paper221.html[11/12/2015 5:06:29 PM] people in the information rich society of today, was introduced in the United States at the beginning of the 1970s (Limberg et al. 2002; Webber and Johnston 2000). At the end of the 1980s the American Library Association defined information literacy as follows: Ultimately information literate people are those who have learned how to learn. They know how to learn because they know how information is organized, how to find information, and how to use information in such way that others can learn from them. (American Library Association 1989: 1) An extensive amount of literature has been published on information literacy during the last three decades and the concept is defined differently by different authors; also related terms such as information competency, computer literacy, library literacy, mediacy, media literacy, network or Internet literacy and digital (information) literacy have been created to emphasise different aspects of the phenomenon (Webber and Johnston 2000; Bawden 2001). In the information literacy competency standards for higher education of the Association of College & Research Libraries (2000) it is concluded that an information literate individual is able to: "Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one's knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally" (Association of College & Research Libraries 2000) Webber and Johnston (2000: 364) pay attention to the way the definitions listing skills reduce the complex set of skills and knowledge to small, discrete units that fragment the field of knowledge and may encourage a surface learning approach instead of a deep learning approach. In the present study information literacy is approached through examination of the instruction and guidance given in information searching and the critical judgement of information, the students' own perceptions of this instruction and searching for information in databases, their actual use of databases and other information sources, and their skills in the critical judgement of information and its sources. While approaching information literacy through students' own perceptions, the study relates to Bruce's (Bruce 1997) research in which she identified seven different categories or ways that educators in higher education experienced information literacy. However, it must be stated that, in the present study, pure phenomenographic methods were not applied. The seven different ways of understanding information literacy, also called the 'seven faces of information literacy' are: Information literacy of medical students studying in the problem-based and traditional curriculum http://www.informationr.net/ir/10-2/paper221.html[11/12/2015 5:06:29 PM] 1. Using information technology, 2. Finding information, 3. Executing a process i.e., recognising a need for information and using the accessed information to meet the original need, 4. Controlling information, 5. Building up a personal knowledge base, 6. Working with knowledge and personal perspectives in such a way that novel insights are gained, and 7. Using information wisely for the benefit of others. (Bruce 1997: 110-116). The seven categories can be seen as hierarchically related to each other so that the topmost conceptions five, six, and seven are more complex and powerful regarding information use than the lower conceptions. Although Bruce underlines that none of the conceptions is wrong but simply a different way of understanding information literacy, which can be used appropriately in different situations, she proposes that the hierarchical nature should be taken into account in information literacy education as the conceptions at the lower levels may reflect inadequate educational outcomes (Bruce 1997: 155-156). Examining existing conceptions of information literacy helps the students become aware of their own conceptions and the information literacy programmes can be developed on that basis so that the understandings can be applied appropriately in different contexts and developed further (Bruce 1997: 171).

Abstract: To examine the impact of transitioning 4th grade reading comprehension assessments to the computer, 219 fourth graders were randomly assigned to take a one-hour reading comprehension assessment on paper, on a computer using scrolling text to navigate through passages, or on a computer using paging text to navigate through passages. This study examined whether presentation form affected student test scores. Students also completed a computer skills performance assessment, a paper based computer literacy assessment, and a computer use survey. Results from the reading comprehension assessment and the three computer instruments were used to examine differences in students test scores while taking into account their computer skills. ANOVA and regression analyses provide evidence of the following findings: 1. There were no significant differences in reading comprehension scores across testing modes. On average, students in the paper group (n=75) answered 58.1% of the items correctly, students in the scrolling group (n=70) answered 52.2% of the items correctly, and students in the whole page group (n=74) answered 56.9% of the items correctly. The almost a 6% point difference in scores between the paper and scrolling groups was not significant at the p<.05 or p<.1 level. Although the results suggest that, across all students, the modal effect is not statistically significant, this finding may be due in part to the unusually high computer access and higher socio-economic status of the sample. 2. There were no statistically significant differences in reading comprehension scores based on computer fluidity and computer literacy, but a pattern in performance suggests that students are disadvantaged by the scrolling text mode, particularly students with lower computer skills. 3. The majority of students who took the reading test on a computer indicated that they would prefer to take the test on computer. Although this sample did not include many students who had limited prior computer experience, the survey responses, completion rates, and student observations provide evidence that computer anxiety generally did not interfere with students’ ability to take the assessment. 4. Providing highlighters and review markers is useful for some students. The results of this study suggest that further research is warranted to understand differences in scores when reading comprehension assessments are administered via computer to a larger and more diverse group of students.

Abstract: The scope of this study is confined to the kind of vocationalization which comes in the form of subjects. Traditional examples are handcrafts, industrial arts, agriculture, domestic science, and accountancy, or other skills relating to business and commerce. At present courses in computer applications show fast growth in nearly all African countries, implementation has only been achieved in a very small proportion of schools. The main purpose of vocationalization is to improve the vocational relevance of education. However, it is recognized that other means can also be used by schools to this end. A more practical and applied way of teaching general education subjects can also improve the relevance of education for work.

Abstract: Foreword - Douglas Fisher Acknowledgments Introduction About the Author 1. Literacy and a Free Appropriate Public Education Key Concepts What Is Literacy? Literacy and Federal Mandates in Education Barriers to Literacy Instruction for Students With Significant Disabilities Attitudinal Barrier Low Expectations Limited Opportunities Limited Means of Accessing Literacy Limited Time The Age Factor Literacy and Quality of Life Issues Self-Esteem Self-Determination Independence Information Gathering Organization Learning Entertainment Why Teach Reading to Students With Severe Disabilities? 2. Literacy and Communication Key Concepts The Relationship Between Communication and Literacy Building Relationships Reading Together The Benefits of Play Interactions Emergent Literacy for Students of All Ages Augmentative and Alternative Communication Devices Building Shared Experiences for Literacy Development Documentation of Shared Experiences Drawings Photograph Books Tactile Books Summary Frequently Asked Questions 3. Planning Literacy Activities Key Concepts General Considerations Literacy Rich Environments Benefits of Learning in a General Education Classroom Access to the Core Curriculum Not Just Physical Presence Identifying Literacy Goals What Are the Literacy Goals of the Individual and the Family? Determining Present Literacy Skills Analyzing the Environment and the Need for Literacy Skills Identifying When Literacy Skills Can be Taught Throughout the Day Creating Literacy-Learning Opportunities for All Ages Integrated Related Services Developing Literacy Materials for Individual Students Age Appropriateness Individual Consuderations Physical Considerations Visual Considerations Cultural Considerations Interesting Material High Quality Assistive Technology Computer Access Summary Frequently Asked Questions 4. Teaching Literacy Skills Key Concepts Concerns With Some Past Practices General Considerations When Teaching Literacy Skills Offering Choices Following Interest Level Providing Opportunities Make Accessible On the Spot Accommodations Meaningful Literacy Experiences The Use of a Daily Planner Within Task Directions Self-Monitoring Checklists Language Experience Stories Interactive and Fun Clear Literacy Goals in Mind Drawing Attention to Conventional Literacy Balanced Literacy Approach Specific Instructional Strategies Draw Attention to the Stimulus and Shape the Response Model the Behaviors of Reading and Writing Check for Comprehension Wait for a Response Provide Corrective Feedback and Praise Fade Instructional Support Teaching Generalization of Skills Summary Frequently Asked Questions 5. Evaluating Progress: Next Steps Key Concepts Alternative Assessments Interview Observations Review of Past Records The Link to IEP Goals and State Standards Adapting State Standards on Literacy Developing Appropriate IEP Goals and Objectives Passive Versus Active IEP Goals and Objectives Standard Linked IEP Objectives Procedures for Measuring Student Progress Data Collection Easy to Use Forms Portfolio Assessment Using Data for Instructional Purposed Determining Next Steps Review Literacy Goals Raise Expectations What Are the Logical Next Steps? Summary 6. The Future for Literacy Access and Instruction Key Concepts Improved Strategies to Support Literacy Goals Strengthening Early Intervention Services Future Advances in Technology Bridging the Research-to-Practice Gap Impact on Personnel Preparation Impact on Quality of Life Resources Glossary References List of Tables List of Figures Index

Abstract: The reported experience, comfort level, and perceived skill of 233 students in a medium-size midwestern university were measured to determine how best to approach the use of information technology within departmental curricula. Results show that students view their computer competence differently depending on whether they are using the technology for personal or course-related tasks. Additionally, while the expressed levels of experience and comfort are high for some forms of technology, exposure and confidence with more advanced applications are lacking. Such findings suggest that faculty members may make false assumptions about student preparedness and, in turn, may jeopardize student success. Differences by gender and race/ethnicity also were observed, suggesting that departments need to be aware of the varied experiences of their students.

Abstract: Factors affecting the use of nursing information systems in Taiwan Aim. This paper reports a study to test a proposed model of factors (demographic variables, computer experience and perceived technology characteristics) influencing the efficient use of a computerized nursing care planning system by hospital clinical nurses. Background. Although nursing information systems have been used in health care institutions, little research has explored the efficiency of computer use in nurses' daily practice. Method. A secondary data analysis was applied to focus on clinical nurses' daily computer use. The original data were collected from a medical centre in Taiwan to establish the reliability and validity of a scale to evaluate computerized nursing care plan systems. Results. Younger nurses with more education, less computer knowledge and less usage pressure, and who perceived that they had less usage benefit, more education training and usability regarding system use, spent less time on the computerized nursing care plan. Conclusion. The results can be used for further organization of education programmes and as a reference for training strategies. Further examination and analysis of item content are suggested.

Abstract: BACKGROUNDDespite the information available on the Internet and the increasing number of older adults who use the Internet, little is known about Internet use for health information by elders with arthritis.PURPOSEThe purposes of this study were (1) to examine the use of computers and the Internet b

Abstract: Project-based learning offers the opportunity to apply theoretical and practical knowledge, and to develop the student’s group working, and collaboration skills. In this paper we presented a design of effective computer class that implements the well-known and highly accepted project-based learning paradigm. A pre-test/post-test control group design investigation was undertaken with 98 students from 6 th grade students (male and female) enrolled in computer class at the elementary school in Koprubasi, Trabzon, Turkey in the 2002-2003 academic year. Students were randomly divided into two treatment groups. One group (50 students) formed the control group. Other 48 students received the project based learning treatment. The effect of the project based learning on students’ computer skill achievement level was assessed using the Rubric, an instrument that was developed during the study. Group and Self evaluation forms were used to measure the learning outcomes related to the teamwork, communication and social skills. The results have been found to be positive and are discussed.