Abstract: This study investigated how teachers at various levels of technology use and teaching abilities used technology and how technology use related to general teaching practice. Data from case studies of exemplary technology integrators, representing categories of teaching and technology ability, resulted in assertions about the ways these teachers taught with technology, including the existence of teachers’ personal definitions of technology integration, distinctive planning habits when planning for technology inclusion, strategies for teaching about technology that matched teacher learning strategies, management of student computer use, and altered perspectives on assessment. Differences observed among technology use were associated with individual levels of teaching expertise.

Abstract: This paper addresses a conundrum: despite the ubiquity of technology in the business world, no clear role has emerged in education. After many years of national policies and investment in Information Technologies in the UK and elsewhere, technology is still an imposed and novel ‘outsider’ in the pedagogy of schools. This paper charts a series of experiences and failures in the UK, and highlights the unresolved dichotomy of purpose about why Information and Communication Technology (ICT) should be used in education. Understanding the problematic of using Information Technologies demands a consideration of some more fundamental educational issues. ICT is often perceived as a catalyst for change, change in teaching style, change in learning approaches, and change in access to information. Yet the rhetoric for change has been too associated with the symbolic function of technology in society, which sits uncomfortably with teachers’ professional judgements. So educational computing, it would appear, has yet to find its own voice. This paper explores this notion.

Abstract: There is an ironic and costly contradiction in the attempt to integrate technology into education. While evidence of the educational benefits of technology abounds and investment in hardware and software has dramatically increased, relatively few teachers use technology regularly in their teaching and the impact of computers on existing curricula is still very limited. What lies behind this contradiction? Why don't teachers make wider use of instructional technologies? In this article we introduce a novel model of goal-oriented behavior, Perceptual Control Theory (PCT), as a framework for understanding teacher adoption of technology. Unlike other approaches that examine this issue by studying the external environment, this new framework attempts to understand teacher adoption of technology from the inside. It considers teachers' use of technology by examining the goals of teachers and how the use of technology might help or hinder their goals. While it is too early to provide systematic findings to show the usefulness of this application of PCT, we have used it here to interpret and synthesize the findings of a number of studies on teachers and technology. We also make suggestions derived from this model for the infusion of technology into schools. To summarize the major themes, in order to understand why and why not teachers use technology, we must look at teachers as goal-oriented, purposeful organisms. PCT provides a comprehensive model for understanding technology infusion. From a PCT perspective three conditions are necessary for teachers to use technology: 1. The teacher must believe that technology can more effectively meet a higher-level goal than what has been used. 2. The teacher must believe that using technology will not cause disturbances to other higher-level goals that the he or she thinks are more important than the one being maintained. 3. The teacher must believe that he or she has or will have sufficient ability and resources to use technology. There is an ironic and costly contradiction in the attempt to integrate technology into education. While evidence of educational benefits of technology abounds (Bialo & Sivin-Kachala, 1995; Education Week, 1997; Fletcher, Hawley, & Piele, 1990; Garner & Gillingham, 1996; Kulik & Kulik, 1991; McKinsey Inc., 1996; Means, 1994; Office of Technology Assessment, 1982, 1995; Wenglinsky, 1998)) and investment in hardware and software has dramatically increased (Mageau, 1991; Heaviside, Riggins, & Farris, 1997), relatively few teachers use technology regularly in their teaching (McKinsey, 1996; OTA, 1995) and the impact of computers on existing curricula is still very limited (David, 1994; Education week, 1997; Harper, 1987; OTA, 1995). What lies behind this contradiction? Why don't teachers make wider use of instructional technologies? Interestingly, in spite of the widespread recognition of the underutilization of technology and the central role of teachers in the effective use of technology (Cuban, 1986; Education week, 1997; Harper, 1987; Luke, Moore, & Sawyer, 1998; McKinsey, 1996; OTA, 1995; Wenglinsky, 1998), "there has been relatively little research on how and why American teachers use technology" (OTA, 1995, p. 51). There is even less research on why teachers do not use technology. Most research about educational technology has focused on the impact of technology on learners. The few studies conducted on teachers have typically focused on a special subset, the successful "accomplished" technology users (Sheingold & Hadley, 1993), rather than the majority, those who do not use technology. The lack of empirical studies notwithstanding, a set of assumptions about why teachers do not use technology does exist and is currently functioning as the theoretical base underlying many efforts to help teachers integrate technology with their teaching (Charp, 1995; Lauro, 1995; Persky, 1990; Sammons, 1995; Strudler, 1994). …

Abstract: What "competitiveness" is and why it is important "market stimulating" technology policies in developing countries - a framework with examples from East Asia import liberalization and industrial performance - the conceptual underpinnings the technological structure and performance of developing country manufactured exports, 1985-1998 skills and competitiveness in developing countries multinational corporations, technology development and export competitiveness technological change and industrialization in the Asian newly-industrializing economies - achievements and challenges India's manufactured exports - comparative structure and prospects competitiveness challenges in the new Asian tigers - Malaysia, Thailand and Philippines technology policies in Indonesia transfer and development of technology - Kenya and Tanzania.

Abstract: Our world will be very different 10 or 20 years from now, Mr. Dugger points out. We have a choice as to whether we march into that world with our eyes open, deciding for ourselves how we want it to be, or whether we let it push us along, as we remain ignorant and helpless to understand where we're going or why. Technological literacy will enable us to make a conscious choice. WE LIVE in a world that is increasingly dependent on technology. Technology has been a growing human art since the first chipped-edge flint tool was created by our ancestors about 1.5 million years ago in what is now Kenya. Today, technology exists to a degree unprecedented in history. Furthermore, our technology is evolving at an extraordinary rate, with new technologies being created and existing technologies being improved and extended. Surprisingly, there is much confusion in today's society about what technology actually is. Is technology computers? Is it multimedia? Is it calculators? Is it the result of rewiring school buildings to make them Internet accessible? The correct answer to each of these questions is "Yes - and much, much more." Broadly speaking, technology is the way people modify (invent, innovate, change, alter, design) their natural environment to suit their own purposes. From the Greek word techne[macron], meaning art or craft, technology literally means the art of making or crafting, but more generally it refers to the diverse collection of knowledge and processes that people use to extend human abilities and to satisfy human wants and needs. From improved communications to new biotechnologies to new wireless networks to new advances in engineering, technology is a key factor in the constant human quest to live longer, more productive lives. It is particularly important in this technological world that people understand and are comfortable with the concepts and workings of modern technology. From a personal standpoint, people benefit both at work and at home by being able to choose the best products for their purposes, to operate the products properly, and to troubleshoot them when something goes wrong. From a societal standpoint, an informed citizenry improves the chances that decisions about the use of technology will be made rationally and responsibly. For these reasons and others, a growing number of voices worldwide have called for the study of technology to be included as a core subject in elementary, middle, and secondary schools. Among the experts who have addressed this issue, the value and importance of teaching about technology is widely accepted. Even with the importance of technology in our lives today, the fact is that the study of technology (technology education) remains a mystery to many teachers and administrators. As a field of study that has evolved over the past 15 to 20 years, technology education is just beginning to establish a new identity that is recognized and understood by people outside the field. There is still widespread misunderstanding about the differences between technology education and educational technology, a field that uses technology as a tool to enhance the teaching and learning process. The ultimate goal of a school program that involves the study of technology is to provide technological literacy to all students. Technological literacy is the ability of a person to use, manage, assess, and understand technology. A person who is technologically literate understands, in increasingly sophisticated ways that evolve over time, what technology is, how it is created, and how it shapes and is shaped by society. Such a person will be able to hear a story about technology on television or read it in the newspaper and evaluate the information in the story intelligently, put that information in context, and form an opinion. A technologically literate person will be comfortable with and objective about technology, neither scared of it nor infatuated by it. …

Abstract: A considerable amount has been written concerning the effect technology transfer has on openness in science, as well as whether technology transfer encourages a shift from basic to applied research. By contrast, little has been written concerning the impact technology transfer has on education. This essay addresses this gap by examining the potential that technology transfer has for affecting the curriculum as well as for impacting students directly. The essay concludes with two policy recommendations that have the potential for enhancing educational outcomes and a recommendation for a specific issue for further research. First, universities should consider investing some of the revenues from technology transfer in enhanced and expanded undergraduate education in science and engineering. Second, universities should collect data on job placements in industry. The research issue that is ripe for consideration is the role that peer effects play in graduate education and whether technology transfer alters these effects.

Abstract: The effective management of technology as a source of competitive advantage is of vital importance for many organisations. It is necessary to understand, communicate and integrate technology strategy with marketing, financial, operations and human resource strategies. This is of particular importance when one considers the increasing cost, pace and complexity of technology developments, combined with shortening product life cycles. A five‐process model provides a framework within which technology management activities can be understood: identification, selection, acquisition, exploitation and protection. Based on this model, a technology management assessment procedure has been developed, using an “action research” approach. This paper presents an industrial case study describing the first full application of the procedure within a high‐volume manufacturing business. The impact of applying the procedure is assessed in terms of benefits to the participating business, together with improvements to the assessment procedure itself, in the context of the action research framework.

Abstract: This research uses comparative case methodology to examine the teacher development programs of two different organizations: a private computer company and a public school district. Both programs are considered effective when judged by participants' evaluations, gain in skills, and plans for classroom technology use. Differences in outcomes appear when we look beyond the program itself and analyze teachers' abilities to implement what they learned in their classrooms. In the article, eight common components of the two programs are identified and the differing ways in which they implemented these features are described. Then the program outcomes are compared along five dimensions: access to equipment, administrative support, technical support, collegial support, and classroom implementation. Finally, implications for teacher development programs are discussed. The capacity of teachers to use technology in classroom instruction has not kept pace with the increased access to technology in schools. Teachers and Technology: Making the Connection, a comprehensive study from the Office of Technology Assessment (1995), portrays both opportunities and obstacles of technology use in US schools. Technology offers richer, more varied, and more engaging learning opportunities for students, but these practices tend to be the exception rather than the norm. Three common barriers cited in the report relate to access, training, and support. Many schools lack the necessary access to technology in areas such as wiring, amount and power of equipment, and location of computers within the building. In addition, funding frequently goes toward purchase of equipment rather than training teachers in using technology in the classroom. Added to these barriers is a lack of support, particularly time for experimentation and opportunities to talk with other teachers about technology. The repor t concludes that helping teachers use technology effectively is the most important task. Some experts suggest that providing every teacher with a computer is more important than providing equal access to students because, until teachers are comfortable using technology, the potential of technology use in classroom instruction will go unrealized (Pool, 1997). Although the numbers of computers and Internet connections in schools has increased (Anderson & Ronnkvist, 1999; NCES, 1999a), the ability of teachers to incorporate technology into their daily practice is lagging. Only 20% of teachers report feeling well-prepared to integrate technology into their teaching (NCES, 1999b). For many schools and districts, the focus has been on acquiring hardware and software rather than preparing teachers to use technology. On the average, districts devote not more than 15% of technology budgets to teacher training (OTA, 1995). A study of teachers' Internet use reports that those who attended staff development on the Internet were more likely to use it in the classroom, yet only 30% of teachers had participated in such training within the past year (Becker, 1999). The report of the President's Committee of Advisors on Science and Technology (1997) warns that the substantial investment in hardware, software, and infrastructure will be wasted if teachers are not prepared and sup ported to integrate technology to help students learn. Without classroom access to equipment, appropriate training, and ongoing support, technology is unlikely to enhance teaching or learning (Sandholtz, Ringstaff, & Dwyer, 1997). In addition to a lack of training, the typical content of technology instruction for teachers is limited (Willis & Mehlinger, 1996). Preparing teachers to use technology in the classroom goes beyond "computer literacy." However, much of the training provided to teachers emphasizes fundamental computer operation rather than preparation on how to use technology as a teaching tool and how to integrate it across the curriculum. Both preservice and inservice teacher education must address the issue of preparing teachers to not only use technology but to integrate it into instruction. …

Abstract: Organizational form of technology in the firm important roles in technology management networking of technology among the operating divisions technology planning sources and flow of ideas and technology acquisition - where do ideas and new technology come from? evaluation of projects and programs - before, during, and after commercialization of technology special cases - "new" areas of technology management. Appendices.

Abstract: Ten years of instrument development are summarized and placed within a framework for assessing the impact of technology in education. Seven well-validated instruments spanning the areas of attitudes, beliefs, skills, competencies, and technology integration proficiencies are presented, along with data analysis examples. These instruments are proposed for use in modeling the process of technology integration, which is believed to be an important intermediary step in effective use of technology in teaching and learning.

Abstract: This four-part article argues that technology education should play a far more substantial role in the schools. In the first section the article broadly defines the term technology to include the artifacts of everyday life as well as environments and systems. Second is a description of the City Technology Curriculum Guides project, of which most of the thinking in this article is a product. The third section presents a comprehensive set of goals for elementary technology education, using classroom examples from City Technology. Many of these goals coincide with the goals of other school subjects, including math, science, English language arts and social studies. The concluding section suggests a broad role for technology education in providing a context for learning in these areas. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 730–745, 2001

Abstract: The notion that technology education is somehow quite different from industrial arts education has been around for half a century, when Warner and his graduate students first brought the study of technology to our field’s attention. 1 DeVore (1964) drove the point home by arguing the case for technology as an “intellectual discipline,” and many others have echoed this theme. Clark, (1989) suggested technology education represents a “new paradigm.” A Conceptual Framework for Technology Education (Savage and Sterry, 1990) proposed a structure for a curriculum grounded in the processes of technology rather than the processes of industry, thereby consummating a divorce from industrial arts in the eyes of the profession. Most recently, the Rationale and Structure for the Study of Technology (International Technology Education Association, 1996) and Standards for Technological Literacy: Content for the Study of Technology (International Technology Education Association, 2000) underscore the premise that technology education is a new and different field of study. Some have been less convinced that technology education represents a completely new “paradigm.” Foster (1994b), for example, suggested “...technology education is simply the appropriate renaming of industrial arts” (p. 16) and concluded technology education might allow for the attainment of the unrealized ideals of industrial arts. Petrina and Volk (1995) echoed Foster’s refrain, referring to technology education as old wine in a new bottle, “processed through the old winepresses of business, industry, and vocational education” (p. 33-34). McCormick (1992), alluding to the continuing legacy of industrial arts, wrote: We must learn from various traditions because they encapsulate strongly held views and years of experience that will remain, even after we have an established area of technology education.” All of this begs the question, To what

Abstract: The advent of learning communities offers a revolutionary change in the way we organize school learning for all the people who work in education, Ms. Riel and Ms. Fulton point out. It means using technology in education not just to do more of the same, but to do something different, something powerful, something appropriate for all learners in the new millennium. THE CALL for education reform is voiced by many educators for many reasons. The most commonly heard arguments for change are prompted by global comparisons of student learning, changing demands of society and the workplace, the loss of low-skilled job opportunities, and compelling theories about the most effective learning approaches and environments. Moving beyond these immediate concerns, we find that the advent of the third millennium invites still further speculation regarding the skills students will need for success. Among the key ingredients found most often on lists of tomorrow's skills are the abilities to think quickly, to adapt to changing conditions, to build alliances to address large-scale challenges, and to work comfortably in a global information environment. Can our educational institutions change course and send students into the new millennium with these and other skills and attributes they will need to meet the challenges? We suggest that one of the most promising uses of technology is as a vehicle for building and supporting learning communities that will help students thrive in the new millennium. There are many reasons why technology can play a central role in creating effective learning communities. These include the potential of technology to increase our ability to work and learn from others who are distant in time and location.1 Technology supports and expands the sociocultural links that help give us intellectual identity. It also provides new "power tools" for learning that enable students to develop the interpersonal and intellectual skills necessary to construct shared understandings of their world. These power tools are the keys for the creation and communication of ideas. Learning communities powered by these evolving tools provide a way to develop an instructional system that can help students learn to work in a world culture and to shape their destiny in the interdependent world of the 21st century. What Is a Learning Community? In our society knowledge is rarely constructed in isolation. People in a field work together, building on the ideas and practices of the entire group. Culture and cognition create each other,2 and learning increasingly takes place in "communities of practice."3 A community of practice is a group of people who share a common interest in a topic or area as well as a particular way of talking about the phenomena, tools, and sense-making approaches for building their collaborative knowledge with a set of common collective tasks. These communities of practice may be large, the task general, and the form of communication distant, as in a group of mathematicians around the world developing math curricula and publishing their work in a set of journals. Alternatively, communities of practice can be small, the task specific, and the communication close, as when a team of teachers and students plan the charter of their school. The community of practice in schools can be a number of subject- or topic-specific "learning communities." Learning communities share a way of knowing, a set of practices, and the shared value of the knowledge that these procedures generate. There are ways for novices and experts to work in the same system to accomplish similar goals. Community members are recognized for what they know as well as what they need to learn. Leadership comes from people who can inspire others to work better to accomplish shared goals. Evaluation is based on the work of the group, in which the individual is expected to contribute his or her own part. Cooperation rather than competition is stressed. …

Abstract: Computer use in the classroom has become a popular method of instruction for many technology educators. This may be due to the fact that software programs have advanced beyond the early days of drill and practice instruction. With the introduction of the graphical user interface, increased processing speed, and affordability, computer use in education has finally come of age. Software designers are now able to design multidimensional educational programs that include high quality graphics, stereo sound, and real time interaction (Bilan, 1992). One area of noticeable improvement is computer simulations. Computer simulations are software programs that either replicate or mimic real world phenomena. If implemented correctly, computer simulations can help students learn about technological events and processes that may otherwise be unattainable due to cost, feasibility, or safety. Studies have shown that computer simulators can: 1. Be equally as effective as real life, hands-on laboratory experiences in

Abstract: This case study of teachers' professional development in instructional technology explores three assumptions. The first is that teachers are at various levels in their knowledge and use of technology, and that these levels are developmental. Teachers' levels of knowledge and use are described using a classification of teachers' developmental levels of knowledge and skill in applying technology in the classroom along a continuum of "nonreadiness," "survival," "mastery "impact," and "innovation." The second assumption is that staff development for instructional technology needs to be based on what are currently construed as "best practices" for teachers' professional development. Current best practices suggest that while staff development may begin with conventional inservice training, it should move quickly beyond to efforts that support teachers' development as professionals involved in decision-making, inquiry, and leadership in their classroom teaching. In order to develop as professionals, teachers specifi cally need help and support in integrating new knowledge and skills into their classroom practice. The case data offer valuable support for theorizing about teachers' professional development in technology that characterizes the professional literature. The third assumption for this study is that teachers' professional development in technology may well serve to further larger goals of school reform. This assumption is addressed in a discussion of what was observed to be the infrastructure that already exists and that is still needed to support teachers' continuing development in technology at the school studied. Attention must be paid to this infrastructure both to understand and to affect the kind of change necessary for school reform. As technology changes the ways that schools themselves are structured, efforts to meld innovation in instructional technology with best practices in teachers' professional development catalyzes other elements of school reform. For over three years the middle school that was the site for this study developed a reputation in the district for doing a good job helping teachers become knowledgeable about technology and how to integrate it into their curriculum. This particular school offers an interesting site for investigation because it is representative of a great many schools in this country in terms of what is available in the way of technology equipment and support for its use, as well as in terms of where teachers are in their knowledge and use of technology (Fabry & Higgs, 1997). Although roughly 90% of the teachers in this particular school have completed district training requirements necessary to receive a personal computer (a "teacher tool," to use the district language) for their classroom use, the school is hardly on the cutting edge of technology. Computers remain centrally located in "labs," school-wide access to the Internet and the district network have recently occurred, both software and hardware are at least three to five years behind current technology standards, and most teachers still view technology as adjunct rather than integral to their teaching. Nonetheless, this school is one where attention is being paid to teachers' professional development in the area of technology, and where there is interest in how that development can best be encouraged and supported. [1] On the basis of this reputation the school was chosen for a case study of how the efforts in staff development in technology were supporting teachers in learning and using technology, and also whether this emphasis on technology was causing changes on a school wide level. The study of this school employed mixed qualitative methods of survey, field observations and interviews to explore teachers' professional development needs, and how meeting these needs can lead to changes in conventional school structures and practices that reflect current ideas about school reform (Hargreaves, 1994; Jones, Valdez, Nowakowski, & Rasmussen; Means, Blando, Olson, Middleton, Morocco, Remz, & Zorfass). …

Abstract: Several approaches to teaching undergraduate physics and engineering students using both the Dunn and Dunn and the Kolb learning style models are discussed. The Dunn and Dunn learning style model is employed with nonmajors enrolled in introductory physics at American University and the Kolb learning style model is employed with freshman engineering students at Purdue University. The basic elements of these two learning style models are compared and contrasted. Teaching approaches that have been successful with these two distinctly different populations of students are shared. These approaches can easily be adapted for use by educators in other branches of computing as well as science, mathematics, engineering and technology education.

Abstract: This study explored views held by pre-service and in-service science teachers regarding the nature of science and technology particularly: (a) the characteristics of science and technology; (b) the aim of science and scientific research; (c) the characteristics of scientific knowledge and scientific theories; and (d) the relationship between science and technology. The views held by science teachers at pre-service and in-service levels were assessed using a questionnaire. The findings revealed that generally science teachers at both pre-service and in-service levels showed similar views in relation to the nature of science and technology. While the participants displayed mix views regarding science as content oriented or process oriented, technology was viewed as an application of science. Implications of these views for classroom teaching and learning are presented.

Abstract: Preface. The Authors. 1. Introduction. Technology, Equity, and School Reform. 2. Now We've Come to the Point Where We've Started. Moving Beyond Providing Technology Access. 3. Toss the Typewriters! Connecting to the New World of Work. 4. Don't Call Us a Computer School! Technology in Support of Academics. 5. Like a Family. Technology's Role in a Progressive High School. 6. Taking It to the Next Level. Seeking Technology to Match Their Students. 7. Show Them How We're Learning. Students at the Tech Center. 8. Summing Up. Technology Use in Urban High Schools. References. Index.

Abstract: The advent of new educational technologies (especially the Internet) presents more pedagogical teaching options for marketing educators and their institutions. To use these technologies well, several complex decisions must be made. This article focuses on three decision areas: the institutional mission with respect to technology in higher education, faculty development in educational technology, and a framework for online distance education. In planning how to use educational technology, full institutional support and planning are necessary. An evolutionary process is proposed in moving from traditional classroom education to technology-based (online) distance education.

Abstract: Materials • Ozobots (1 per group of about 3 students, make sure they are calibrated on paper and charged) • blank white paper, a few sheets per group • markers in colors black, red, light blue and light green (we recommend you use either Sharpie’s wide chisel tip or Crayola markers), one set per group • one copy of printout #1-1 per group, and one copy of either printout #1-2 or #1-3 depending on the students age (#1-2 is for ages 6-8 and #1-3 for ages 9-12) • printout of OzoCodes reference chart (www.ozobot.com/gamezone/color-language)

Abstract: This paper describes the many pitfalls that school technology planning processes can engender, and presents an improved model for planning for the use of technology in K-12 schools. There is a need for such a model because current school technology planning efforts are often devoid of context, and lead to poorly conceived arrangements of technology that are not supportive of learning goals. The new model is called “Planning for Technology” as opposed to the more common “technology planning” in order to emphasize the secondary nature of technology in relation to other considerations, such as curriculum and pedagogy. The model we present is described in the context of a case study conducted in an urban K-8 school that was attempting to make more productive use of their existing technology, and to more effectively plan for future technology.

Abstract: 1. The Technology Problem. 2. What do Companies do about Technology? 3. First Steps in Technology Strategy. 4. The Technology Audit as a Basis for Technology Strategy. 5. Technology Acquisition - Opportunities and Threats. 6. The Technology Acquisition Task. 7. Technology Exploitation: Problems and Analysis. 8. The Technology Exploitation Task. 9. The Special Case of External Exploitation. 10. The Management of Technology. 11. Technology Auditing: An Example of Application and Implementation. Conclusions. References.

Abstract: Colleges and universities increasingly rely on technology for both business and academic operations. Technology, in the form of hardware and software, has made higher education institutions more efficient and has expanded their reach and service areas to a global marketplace. The concern during this period of increasingly pervasive technology at higher education institutions is how to develop appropriate and adequate plans that maximize said technology in both administration and teaching. One method, used on a number of college campuses, involves the formation of faculty advisory groups and, at times, using faculty senate, forum, council, or similar organizations to provide opportunities for broad-based, inclusive decision making. The current study provides a report on a Delphi survey of 29 faculty senate leaders about how faculty should be involved in planning for the use of instructional and administrative technologies.

Abstract: Professional organizations in many subject areas have emphasized changing the way subject matter is taught by actively involving students in critical thinking, problem-solving, decision-making, and exploration. One way to accomplish this is with the use of technology and constructivism, although many barriers to technology integration exist. This article follows a classroom teacher through five years of working to integrate technology, and in turn, constructivism into his classroom. This teacher was successful in helping his students gain new skills or enhance existing skills in technology, critical thinking, collaboration, presentation, and self-learning. The teacher's changes in instructional practices, his reflections on these changes, how he overcame common barriers to integrate the technology, and the benefits to himself and his students are discussed. Standards for professional organizations in many subject areas have emphasized actively engaging students in critical thinking, decision-making, and problem-solving (National Council for the Social Studies, 1994; National Council of Teachers of English, 1996; National Council of Teachers of Mathematics, 1993; NRC, 1996). Social studies reform efforts have stressed changing the manner in which social studies has been taught and learned (National Council for the Social Studies, 1994) to include role-playing, simulations, and other activities to involve students in critical thinking, problem-solving, and decision-making. The Standards for the English Language Arts (National Council of Teachers of English, 1996) urge English language arts teachers to promote classroom communities where students are engaged in an "active process of language use and learning" (p. 13). The Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, 1993) provide guidelines that focus on e xploration, problem solving, connections, reasoning, and communication. Researchers believe that technology has the potential for transforming traditional, teacher-centered classrooms into student-centered, collaborative classrooms (Peck & Dorricott, 1994; Tierney, 1996; White 1996, 1999) that would offer students those opportunities, and for encouraging the use of constructivist principles. The transformation of a classroom, though, can be a difficult process. It involves a need to overcome a variety of barriers. When attempting to integrate technology, teachers typically encounter barriers such as a lack of or inadequate training and staff development in using the technology, knowledge of how to integrate technology into the curriculum, teacher pedagogical beliefs, access to equipment, time to learn technologies, and administrative support (Faison, 1996; Langone, Wissick, Langone, & Ross, 1998; Siegel, 1995; U.S. Congress, Office of Technology Assessment, 1995). According to Faison (1996), many practicing and preservice teachers report inadequacies in the types of computer technology programs offered in teacher preparation programs. "They report that they have had no systematic exposure to or integration of technology in their teacher education program" (Faison, 1996, p. 57). Many higher education institutions have provided a single technology course to aid preservice teachers in gaining technical competence (Hargrave & Hsu, 2000; Hess, 1990), but many of these courses teach technology as an isolated subject and do not provide training in how to use technology in specific disciplines or how to integrate it into the curriculum (U.S. Congress, Office of Technology Assessment, 1995; Novak & Berger, 1991). Jerald and Orlofsky (1999), noted as few as 20% of teachers reported that they felt prepared to integrate technology into the curriculum. Faison (1996) maintained that some of the causes for inadequate preparation of preservice teachers were a lack of funding for support and a lack of up-to-date computers in teacher education programs. …

Abstract: Only you will assume the responsibility to educate others about the importance of technology education in schools today. There is much confusion today when attempting to understand the differences between technology education and educational technology. Both are important components of education; however, the confusion harms both fields of study. This article will provide clarification about the purpose and direction of technology education and educational technology as well as the standards used in both educational areas. Technology, Technology Education, and Technological Literacy First let's familiarize ourselves with some fundamental definitions related to technology, technology education, and technological literacy. According to the International Technology Education Association's Standards for Technological Literacy: Content for the Study of Technology (STL), "Technology is the modification of the natural environment to satisfy perceived human wants and needs" (ITEA, 2000, p. 9). This modification of the natural environment (nature) may be characterized as "human innovation in action." Technology education (sometimes referred to as technological studies) is "a study of technology which provides an opportunity for students to learn about the processes and knowledge related to technology that are needed to solve problems and extend human potential" (ITEA, 2000, p. 242). As a result of studying technology in grades K-12, students gain a level of technological literacy, which may be described as one's ability "to use, manage, assess, and understand technology" (ITEA, 2000, p. 9). Technology education is concerned with the broad spectrum of technology, which encompasses, but is not limited to, such areas as: design, making, problem solving, technological systems, resources and materials, criteria and constraints, processes, controls, optimization and trade-offs, invention, and many other human topics dealing with human innovation. Technology has both positive and negative effects on society, and conversely, society impacts technology in many ways. A good example is the cessation of building new nuclear power plants in the U.S. over the past few years, which are now being reconsidered because of power shortages in certain sections of the country. The technologically designed world includes major areas that have characteristics that define it and distinguish it from others. Some examples of major areas that could be included in a taxonomy of the designed world are medical technologies, agricultural and related biotechnologies, energy and power technologies, information and communication technologies, transportation technologies, manufacturing technologies, and construction technologies. These areas are not totally inclusive or mutually exclusive since there is obviously some overlap and interplay between them. However, they represent the dynamic and the broad spectrum of technology that permeates our world today. We can be assured that technology in the future will play a more demanding role as it affects us as individuals as well as our society and our environment. We know that our world will be very different 10 or 20 years from now. We have no choice about that. We do, however, have a choice whether we march into that world with our eyes open, deciding for ourselves how we want it to be, or whether we let it propel us, ignorant and helpless to understand where we're going or why. The study of technology that provides technological literacy through technology education will make a difference. Educational Technology Educational technology is sometimes referred to as instructional technology or informational technology. A very careful analysis of words and terms related to educational technology gives one a better understanding of the differences between it and technology education. Educational technology is concerned with technology in education. It is involved in the use of technology as a "tool" to enhance the teaching and learning process across all subject areas. …

Abstract: This implementation paper introduces principles for the informationarchitecture of an educational digital library, principles that address the distinction between designing digital libraries for education and designing digital libraries for information retrieval in general. Design is a key element of any successful product. Good designers and their designs, put technology into the hands of the user, making the products focus comprehensible and tangible through design. As straightforward as this may appear, the design of learning technologies is often masked by the enabling technology. In fact, they often lack an explicitly stated instructional design methodology. While the technologies are important hurdles to overcome, we advocate learning systems that empower education-driven \ experiences rather than technology-driven experiences. This work describes a concept for a digital library for science, mathematics, engineering and technology education (SMETE), a library with an information architecture designed to meet learners and educators needs. Utilizing a constructivist model of learning, the authors present practical approaches to implementing the information architecture and its technology underpinnings. The authors propose the specifications for the information architecture and a visual design of a digital library for communicating learning to the audience. The design methodology indicates that a scenario-driven design technique sensitive to the contextual nature of learning offers a useful framework for tailoring technologies that help empower, not hinder, the educational sector.